The document outlines a development session for programme leaders at the University of Winchester. It discusses the context and responsibilities of being a programme leader, including overseeing the health of their programme, enhancing the student experience, and planning for future development. The session provides information on sources of support, the annual programme evaluation process, key committees and relationships, and ways the learning and teaching team can assist with curriculum design, assessment, technology, and student engagement.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...cilass.slideshare
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...cilass.slideshare
For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Curriculum based student assessment in libraries Fiona MacLellan
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
Peer observation in teacher developmentPeter Beech
This presentation begins with a consideration of the elements that teaching practice on an initial teacher training course is designed to promote, and proposes a series of observation tasks for peers on the training course. We study in detail two examples of peer observation notes, and compare the style of feedback to students by the trainee teacher with the peer feedback to the trainee. It is shown that feedback is often based upon preconceptions about the processes of teaching and learning that can usefully be challenged, and the identification of such preconceptions is linked to various styles of feedback to trainee teachers.
Having explored the distinction between initial training and further development, we posit a parallel distinction in the objectives of teaching practice in these two contexts. We examine the various roles of observation, and suggest guidelines for peer observation designed to promote the development of self-awareness for experienced as well as novice teachers. Finally, we consider the value of peer observation as an element sustaining development in the wider context of classroom research.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
Curriculum based student assessment in libraries Fiona MacLellan
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
Eyes on Extension: A model for diverse advisory leadershipEric Kaufman
Presentation for the 2015 Public Issues Leadership Development conference, sponsored by the Joint Council of Extension Professionals.
From creating an inclusive environment to understanding volunteer motivations and barriers, we’ll explore special considerations for diverse volunteers and for potential decision-making volunteers. Get prepared to welcome diverse advisory leaders into your programs and leverage them for future success.
Leader Development Across the Life SpanEric Kaufman
Leadership development is a vested interest of Extension, which provides a multitude of programs for individuals of all ages. To properly position each program and meet the needs of participants, we must understand the progression of leader development across a leader’s entire life experiences. With a foundation that builds on three established frameworks, the proposed model of leader development across the life span suggests that when a leader encounters triggers, resulting from interactions and engagement with society, they initiate an inward-focused, meaning-making process that results in action. With this, a leader exerts a greater influence within the environment as he or she develops. This session further explores the implications of a life span model of leader development for leadership programs in a variety of contexts and provides an overview of possible applications for Extension professionals.
I created this presentation for an Eluminate webinar; therefore it is mean to be interactive. For this reason, the text is minimal and there is room for participants to overlay their responses on nearly every slide. This model would work well for a NearPod presentation or other interactive tools.
For them,who studying management studies...........and try to make a good impression on their teachers..........So give this ppt to ur class n see,what they'll think about you.....Dis is my 1st ppt in my life n dis really helps me to improve my personality development................!!!!
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Leadership presentation, illustrated and documented.
Sources, references and bibliography mentioned in the scope of the presentation.
Tackling transitions in STEM - Janet De WildeHEA_Blogs
This presentation forms part of a workshop held as part of the HEA Enhancement Event 'Student transitions: journeying into, through and beyond higher education'. Further details: https://www.heacademy.ac.uk/events-conferences/event10248
The blog post that accompanies this presentation can be accessed via: https://www.heacademy.ac.uk/tackling-transition-stem
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Group assignments: Improving the experience for students and teachersLearningandTeaching
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In these slides, Lee Ridge highlights some strategies to increase student collaboration and improve outcomes using group assignments.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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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
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Outline of session
• Context of being a Programme Leader
at the University of Winchester;
• Responsibilities of being a Programme
Leader;
• Sources of support and advice
(Student Services);
• Opportunities for enhancement.
3. Post it Exercise
• One phrase per post it
• Fast and furious
• Three starter phrases
• Please stick your post
its on flip chart paper
around the room
• 10 minutes
4. • Please individually complete the sentences
on as many post its as you want to on each
of the three topics.
• One idea per post it.
• After five minutes please put up your post its
on flip chart paper on the walls, under each
label.
Instructions
5. Statements beginning…
• I understand my role
as a PL as…
• The challenges of
being a PL are…
• As a PL I hope to
achieve…
6. Favourites
• Spend five minutes
reading post its on
the sheets.
• Red dots if you
disagree
• Yellow/Amber if you
are ambivalent
• Green if you agree
7. Introduction: setting the context
• Role of Academic Quality and Development
• Learning and Teaching Development and
Academic Quality/Dean of Learning and
Teaching
• L&T Strategy and Development themes
• Feedback Week
• QAA Higher Education Review: Spring 2016
9. The role of Programme Leader
• “The primary responsibility of a
Programme Leader is to look after the
health of the Programme, enhance the
student experience…and oversee the
future development of the
Programme.”
(Programme Leaders Handbook
2014/15)
10. Annual Programme Evaluation
Skim read an example APE:
1) What kind of data is collected?
2) What do you think of the action plan?
3) How could you adapt an action plan
for enhancing your programme?
4) What are its limitations? How do you
get around these?
11. More key responsibilities
• Nomination of External examiners, and
responding to their annual reports
• Chairing Programme Committee
Meetings (PCMs) three/four times a
year
• Programme Amendments/Exemptions
from Regulations
12. Some key responsibilities
• Working with others on: module
evaluations; staffing (Head of
Department); revalidations; Open Days.
• Liaison with Registry and Marketing
• Responding to student surveys (National
Student Survey and Final Year Survey)
and institutional requests
• Preparation for the Exam Board, and
presenting marks at the Departmental
Exam Board
13. Two key themes on which to pause..
• Information we give to students and
that we hold about our programmes
(Programme Amendments, module &
programme handbooks)
• Opportunities for Student
Engagement (Student Fellow
Scheme)
14. Some vital Regulations and Policies
1. Academic Regulations for Taught
Programmes
2. Moderation of Assessed Work Policy
3. Academic Misconduct Policy
4. Extenuating Circumstances Policy
5. Academic Appeals Regulations
6. Exam Board Guidelines
7. Policy and Procedures for External
Examiners of Taught Programmes
17. Programme Leaders’ Forum
• Wednesday 4 February 2015
venue tbc
• Wednesday 25 March 2015 venue tbc
Chair: Meryn Wiligen
Secretary: Nicolette Connon
18. Important relationships and useful
people to get to know
• Your students
• Your programme administrator
• Student Services (Dr Lesley Black/Steve Petty)
• Your subject librarian
• Registry (Bruce Carruthers)
• ITS (Keith Mildenhall)
• Marketing (Lisa Preston)
• Student Recruitment and Admissions
• Colleagues in Academic Quality and
Development
20. Learning and Teaching Team: what
we can help you do
• Curriculum design
• Assessment design
• Technology
• Student Engagement
• Masters in L&T
• Reward and recognition
21. Curriculum Design: it’s complicated
“This course has changed my whole
outlook on life. Superbly taught!”
“This course is falsely taught and
dishonest. You have cheated me of my
tuition”
22. It’s even more complicated
“This has been the most sloppy,
disorganised course I’ve ever taken. Of
course I’ve made some improvement,
but this has been due entirely to my own
efforts!”
25. Approaches to Learning (Marton and
Saljo (1976)
• Meaning
• Concepts
• Active learning
• Argument
• Connections
• Relationship new and
previous knowledge
• Real-world learning
Surface
• Formulaic
• Focused on memorising
content
• Passive transaction
• Inability to distinguish
principles from examples
• Modules as silos
• Not seeing connections
Deep
27. 1) Assessment drives what students pay
attention to, and defines the actual
curriculum (Ramsden 1992).
2) Feedback is significant (Hattie, 2009;
Black and Wiliam, 1998)
3) Programme is central to influencing
change.
Three TESTA premises
28. TESTA Changes
• Emphasis on formative tasks
• Growth in authentic tasks (blogs, posters,
conference presentations, films etc.)
• Linked cycles of formative to summative
• Streamlining varieties
• Scaling down summative tasks
• Movement towards programmatic
assessment
28
30. The best approach from the student’s perspective is to
focus on concepts. I’m sorry to break it to you, but your
students are not going to remember 90 per cent –
possibly 99 per cent – of what you teach them unless
it’s conceptual…. when broad, over-arching
connections are made, education occurs. Most details
are only a necessary means to that end.
http://www.timeshighereducation.co.uk/features/a-
students-lecture-to-
professors/2013238.fullarticle#.U3orx_f9xWc.twitter
A student’s lecture to
professors
TESTA Higher Education Academy NTFS project, funded for 3 years in 2009. 4 partner universities, 7 programmes – ‘cathedrals group’. Gather data on whole programme assessment, and feed this back to teams in order to bring about changes. In the original seven programmes collected before and after data.
Students spend most time and effort on assessment. Assessment is the cue for student learning and attention. It is also the area where students show least satisfaction on the NSS. Scores on other factors return about 85% of good rankings, whereas only 75% of students find assessment and feedback ‘good’. We often think the curriculum is the knowledge, content and skills we set out in the planned curriculum, but from a students’ perspective, the assessment demands frame the curriculum. Looking at assessment from a modular perspective leads to myopia about the whole degree, the disciplinary discourse, and often prevents students from connecting and integrating knowledge and meeting progression targets. It is very difficult for individual teachers on modules to change the way a programme works through exemplary assessment practice on modules. It takes a programme team and a programme to bring about changes in the student experience. Assessment innovations at the individual module level often fail to address assessment problems at the programme-level, some of which, such as too much summative assessment and not enough formative assessment, are a direct consequence of module-focused course design and innovation.