The document proposes a "Greek Affairs Study Blitz" event to emphasize academic performance in the Greek community at Georgia Tech. The event would provide Greek students a place to study with support from the Center for Academic Success during dead week before finals. It would be planned by the Graduate Assistant for Greek Affairs and held in rooms at the Student Center that can accommodate up to 500 students. Peer tutors from the Center for Academic Success would attend to offer academic resources. The goal is to promote effective studying, foster relationships between Greeks and the Center, and encourage utilizing the Center's resources to help raise GPAs.
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Swayam: an initiative to educate onlineSumanVerma62
This presentation is about create an awareness among the people regarding the "SWAYAM". It includes description of SWAYAM and its functioning as well as procedure to register.
Developing Extension Pre-Service Training Programs for Sub-Saharan CountriesMEAS
Extension agents critical to the success of any extension program, and one of weakest yet most critical resources to strengthen extension is staff members.
Field agents have little knowledge/experience in extension education and need competence in planning, delivery, evaluation, communication, teaching methods.
Purpose:
Agriculture colleges personnel determine ways to incorporate extension education into the master’s curricula
Objectives:
1. Investigate the potential for extension education programs
2. Identify skills/competencies needed by agriculture graduates
3. Propose an extension education program model
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Swayam: an initiative to educate onlineSumanVerma62
This presentation is about create an awareness among the people regarding the "SWAYAM". It includes description of SWAYAM and its functioning as well as procedure to register.
Developing Extension Pre-Service Training Programs for Sub-Saharan CountriesMEAS
Extension agents critical to the success of any extension program, and one of weakest yet most critical resources to strengthen extension is staff members.
Field agents have little knowledge/experience in extension education and need competence in planning, delivery, evaluation, communication, teaching methods.
Purpose:
Agriculture colleges personnel determine ways to incorporate extension education into the master’s curricula
Objectives:
1. Investigate the potential for extension education programs
2. Identify skills/competencies needed by agriculture graduates
3. Propose an extension education program model
Careif Position Statement: Mental Health Human Rights and Human DignityMrBiswas
Mental Health, Human Rights and Human Dignity "Magna Carta for people living with Mental Illness".
It is often said that the true test of a decent society is the way it treats its most vulnerable citizens. However, across the world, too often, politicians, policy-makers, professionals and those with the authority and duty to protect and provide for them, fail to do so. In many countries people do not have access to basic mental health care and the treatment they require. In others, the absence of community-based mental health care means the only care available is in psychiatric institutions, which may be associated with grossly impoverished living conditions and even human rights violations, including inhuman and degrading treatment. In addition, in countries recently affected by economic depression, mental health services are under threat from the economic-reductionist debate as the engine of growth has gone into reverse.
Изготовление металлоконструкций в Таганроге благодаря штату высококвалифицированных специалистов и собственной производственной базе становится менее дорогим, но более качественным. Мы также выполняем заказы по готовым чертежам
Eurostat a publié un communiqué de presse, le 2 décembre 2016, sur les prix à la production industrielle.
La zone euro a enregistré, en octobre, une hausse de 0,8% des prix à la production industrielle. Dans l'UE28, la hausse est de 1,0%.
En septembre 2016, les prix avaient progressé de 0,1% dans les deux zones.
En octobre 2016 par rapport à octobre 2015, les prix à la production industrielle ont reculé de 0,4% dans la zone euro, tandis qu'ils ont augmenté de 0,2% dans l’UE28.
Lightning talks: teaching and learning excellence in a digital ageJisc
Supporting academics to flip the classroom
Speaker: Fiona McCloy, instructional design consultant, Ulster University.
This session provides an overview of a training initiative developed at Ulster University to support academics to flip the classroom. It helps practitioners plan the learning design and activities; overcome challenges; share ideas and experiences; and learn about possible educational technologies to enable it.
3D modelling in teaching and learning
Speakers: Matthew Nicholls, associate professor, University of Reading
Bunny Waring, undergraduate student, University of Reading
Dr Matthew Nicholls, a classicist at the University of Reading, outlines some of the benefits of 3D digital modelling for education. He will showcase his work reconstructing ancient Rome, and teaching students to do the same, and suggest some tools and resources for those interested in having a go themselves.
Personalised learning: are you ready?
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Ann Tilbury, academic skills manager, University of the Highlands and Islands
Scott Connor, educational development leader, University of the Highlands and Islands
Are you ready for personalised learning? This session will introduce the AToM platform highlighting key functionality and outputs. Potential impact and issues relating to its use will be explored. Live delegate feedback will be shared during the session using an online virtual bulletin board accessed via a QR code /URL.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
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• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
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Kingsborough’s Center for Economic and Workforce Development (CEWD) will introduce a Peer-Led STEM Adoption System (PLSA), comprised of a technology tool (the "STEM Dashboard") and a corresponding peer-led mentoring process. This process is intended to (1) respond rapidly and efficiently to local economic needs and (2) cut back on costly duplication of curriculum development efforts, allowing colleges to efficiently adopt high-quality STEM curricula that have been developed by experts recognized by National Science Foundation funding.
Presented at the 9th Annual CUNY IT Conference: http://www.convergemag.com/events/CUNY-9th-Annual-Conference-2010-Day-1.html
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How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
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Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Edu642 fish, heather twitcast iste standardsHeather Fish
This is an assignment for a class I am taking for my doctoral degree. I enjoyed creating this and researching this information and thanks to EDU642 at Freed-Hardeman University, I have begun to use more technology in my classroom. And while I still have some changes to make I do believe that my students are learning more at a faster pace and they love being able to do things at their own pace.
1. Program Proposal:
Office of Greek Affairs
Description: Greek Affairs Study Blitz – The Office of Greek Affairs
would like to emphasize the academic performance of the Greek
community through the creation of a study blitz/event to proactively
support raising GPAs with support from the Center for Academic
Success.
1) Introduction
i) Greek Affairs Study Blitz
ii) Host a study event for the Greek community that would allow
for the Office of Greek Affairs to provide Greek students with a
program centered around academic success.
iii)The impact of hosting this event would be the Office of Greek
Affairs places emphasis on academic success within the Greek
Community.
2) Purpose
i) Georgia Tech Greek Affairs values academic excellence and
providing the necessary resources to chapter and councils.
ii) The demand for a program like this is crucial because the Office
of Greek Affairs does not currently host an academic excellence
program.
iii)Through this program, students will have a place to study and
relax during the week before finals. Students will also learn of
another resource on campus, the Center for Academic Success.
3) Process
i) Attached you will find a program outline including logistical
planning.
ii) Attached you will find a Practice-to-Theory-to-Practice outline.
2. 4) Structure
i) To be planned and hosted by the Graduate Assistant or Intern
for the semester.
ii) Planning and implementation will be overseen by the Director
of Greek Affairs.
5) Partnership – Center for Academic Success (CfAS)
i) Request at least 5 Peer Tutors.
ii) Allows for CfAS to reach a large student group.
iii)Allows for Greek students to meet and connect with CfAS.
iv) Creates a network for Greek students that will allow for them
to use CfAS resources in the future.
v) Builds a partnership between the Office of Greek Affairs and
Center for Academic Success for future partnerships or events.
3. Study Blitz Logistics:
Where: Georgia Tech Student Center
When: Thursday before Finals Week
Contact: (404)385-4275 or
https://www.gtevents.gatech.edu/virtualems/
Rooms to Rent: 319, 320, 321 all have a capacity of 50 people. May
reserve ballroom if event will draw a large crowd
Time: 7pm-11pm
Cost: $80 per room for 4 hours $240 for room reservations
$150 for food and refreshments May change due to turnout
Total: $390 for room and food
If renting out ballroom plus rooms and food $740
Attendance: 500 Students
4. Practice-to-Theory-to-Practice Step by Step Model:
Greek Affairs Study Blitz
Step 1: Would like to identify an area of need concerning grades and
GPA improvement for Greek community at Georgia Tech
Step 2: Program Outcomes
Promote effective study time during week before finals at Georgia
Tech
Foster relationships between Center for Academic Success and
Greek community members
Encourage students to utilize a three different area study section
o Silent room, Group Work room, Regular room
Step 3: Tinto’s (1993) theory on student success for retention and
persistence can help to understand the issue. While Georgia Tech Greek
students are already high performing academic students, implementing
a structured academic event during dead week sponsored by the Office
of Greek Affairs would articulate the goals of the Office for persistence
and improved GPAs. Through academic involvement and support, we
are hopeful to see a raised GPA in the Greek community at Georgia
Tech.
Step 4: The three student types at Georgia Tech that we see most often
are: Academics, Conventional, and Grinds (CITE). These student types
allow for a hopeful high participant rate because of how much students
value there grades and academic achievement.
Step 5: When recognizing potential resources and challenges, I argue
the biggest challenge is getting Greek students to the event. With study
habits and study rituals for individual students a major influence, some
students may not want to break that tradition or ritual. A source of
support would be the Center for Academic Success. This partnership
5. should help bring students to the event because of the ability to receive
peer-tutoring. The environmental influence can be that students do not
want to study in a place that is not quite as comfortable to them, so .
Step 6: The goals of the program should stay consistent when planning
the event. An Academic Circle, as described by Tinto in 1993, for a
student must be large enough for students to adequately persist and
graduate.
Step 7 -10: Once the event has taken place, we can reevaluate the goals
of the program, assess how effective the event was, and plan for a
better study blitz the next semester.