Project-based Learning
What, Why, How?
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
Presentation to departments about standardising student handbooksmarianagle89
The document discusses a project to standardize departmental handbooks for undergraduate students. It aims to streamline information, minimize duplication, and ensure students receive accurate and consistent information. A workshop will road-test a new template for departmental handbooks and encourage cross-departmental discussion. The goal is a template that promotes consistency, minimizes duplication between handbooks and the university handbook, and clearly outlines expectations for students.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
The presentation comes from a workshop I presented at RAISE 2013 in Nottingham, UK about the development of an online toolkit to support collaborative curriculum design activities and academic professional development. The workshop presentation, which includes a link to the online toolkit, asks "How can we inspire learner engagement in the methoids we use to teach at University?"
The ADDIE model is a systematic instructional design process consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional needs are identified. The Design phase involves defining learning objectives and assessments. The Development phase focuses on creating instructional materials. Implementation involves delivering the instruction. Evaluation assesses the effectiveness of the instruction.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
Co-Design at the British Conference on Undergraduate ResearchTom Davidson
This document summarizes an undergraduate research presentation on co-design at Bournemouth University. It discusses how co-design works through collaboration between staff and students within degree programs and modules to enhance the learning experience. Students can observe, share ideas, discuss, challenge, and lead projects. Both staff and students take joint ownership of the learning environment. The presentation provides examples of how the co-design group at Bournemouth University actively engages in research projects, publications, conferences, workshops, social media engagement, and designing their own conferences to strengthen teaching and research through collaboration.
Presentation to departments about standardising student handbooksmarianagle89
The document discusses a project to standardize departmental handbooks for undergraduate students. It aims to streamline information, minimize duplication, and ensure students receive accurate and consistent information. A workshop will road-test a new template for departmental handbooks and encourage cross-departmental discussion. The goal is a template that promotes consistency, minimizes duplication between handbooks and the university handbook, and clearly outlines expectations for students.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
The presentation comes from a workshop I presented at RAISE 2013 in Nottingham, UK about the development of an online toolkit to support collaborative curriculum design activities and academic professional development. The workshop presentation, which includes a link to the online toolkit, asks "How can we inspire learner engagement in the methoids we use to teach at University?"
The ADDIE model is a systematic instructional design process consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional needs are identified. The Design phase involves defining learning objectives and assessments. The Development phase focuses on creating instructional materials. Implementation involves delivering the instruction. Evaluation assesses the effectiveness of the instruction.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
Co-Design at the British Conference on Undergraduate ResearchTom Davidson
This document summarizes an undergraduate research presentation on co-design at Bournemouth University. It discusses how co-design works through collaboration between staff and students within degree programs and modules to enhance the learning experience. Students can observe, share ideas, discuss, challenge, and lead projects. Both staff and students take joint ownership of the learning environment. The presentation provides examples of how the co-design group at Bournemouth University actively engages in research projects, publications, conferences, workshops, social media engagement, and designing their own conferences to strengthen teaching and research through collaboration.
ADDIE is a systematic instructional design model that consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves identifying the learning problem and goals as well as understanding the learners. In the Design phase, learning objectives are specified and instructional materials are designed. During Development, the instructional materials are created. In Implementation, the materials are delivered to learners. Finally, in Evaluation, the effectiveness of the materials is assessed through formative and summative evaluation to improve the materials.
This document compares and contrasts two instructional design models: the ADDIE model and the Dick & Carey model. Both models emphasize understanding learners' needs and designing goals and objectives. The key differences are that the Dick & Carey model gathers more learner information, considers the learning environment more, and emphasizes formative and summative evaluation, while the ADDIE model is more effective for training but less flexible. The advantages of each are also discussed.
PDD 2019 Developing an in-house self directed CV support e-learning resourc...uopces
Andy Howard presented on developing a self-directed CV e-learning resource within the university's learning management system, Canvas. The resource aims to address high demand for CV support and variability in workshop attendance. Key considerations for the project included choosing the right technology, allocating necessary time and expertise, and ensuring student uptake and acceptance. While Canvas allows for easy integration and access, its design options are limited compared to initial aims. Feedback from staff and students has been positive overall, though development time exceeded projections due to high quality standards and limited resources. Lessons learned include having a clear project team and structure, using varied media, and considering appropriateness when choosing software.
This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.
This document discusses module evaluation at Oxford Brookes University. It describes the process of module evaluation and some common issues, such as lack of demonstrated validity, biased samples, and patchy use of evaluation data. The university implemented an electronic module evaluation system integrated with Moodle and a business intelligence tool. This allows evaluation data to be automatically included in program review dashboards. While module evaluation is intended to enhance quality and provide student feedback, there is no clear evidence it improves overall student satisfaction at the institutional level.
This document discusses partnership operational documents (PODs) and their role in administering academic partnerships. It outlines how PODs were developed to address challenges from a previously fragmented approach. PODs break down memorandum of agreements (MoAs) into operational details and actions to provide structure, systems, and clarity around expectations. The session aims to have groups work on interpreting an aspect of an MoA into a POD, with feedback. An example joint master's program is provided for the group exercise.
OLDS MOOC Week 7: Formative evaluation paperYishay Mor
This document discusses the importance of formative evaluation in the learning design process. It defines formative evaluation as the systematic collection of information to inform decisions about improving an educational product during its development. The summary is:
Formative evaluation involves gathering feedback from experts, learners, and others to inform decisions about improving a learning design. This feedback is collected throughout the design process using methods like peer review, expert review involving content and design specialists, learner usability testing, and prototype testing. Formative evaluation helps ensure a learning design is effective, usable, and aligned with learner needs before completion.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
Course Team Approaches To Task Design: Adam UnwinBrian.Sayer
This document summarizes research into how course teams design online learning tasks. It found that teams were more effective when they included people with technology expertise and represented all relevant roles. Utilizing student feedback, having exemplars to build from, and fostering shared values across the team helped as well. However, lack of time was a major barrier. The research included interviews and focus groups with staff and students to understand perspectives on task design and identify effective practices.
The document describes a learning design lifecycle consisting of 6 stages: 1) Visioning, 2) Gathering, 3) Assembling, 4) Running, 5) Evaluating, and 6) Adapting. It explains that learning design refers to both the process of planning and the product of that design process. Each stage involves typical activities like identifying needs, developing content, testing, and collecting feedback. The lifecycle can be applied at different levels from individual learning activities to entire courses.
The document discusses the development of e-learning resources to support student progression. Learning packs were developed mapped to qualifications that could be used for self-directed learning or to achieve a qualification. The packs focused on employability and progression, keeping these areas as a high priority. Research skills materials were also created as an identified need, designed to complement face-to-face support and be integrated into vocational programs. The materials were made interactive with videos, images, and assessments to help learning be retained. Possible next steps discussed expanding the resources and embedding them further into programs of study.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
- The document outlines the support structure for participants in the MA Academic Practice program, including a workplace mentor, personal academic tutor, and peer learning groups.
- The program is divided into four blocks focusing on influences for change in higher education, designing practitioner research projects, conducting research, and analyzing findings.
- Assessment includes a formative presentation, a 5,000 word academic paper, and a 2,500 word professional portfolio including a rationale and evidence of professional development.
'Een praktische toolkit voor blended learning' - Chris Rouwenhorst & Martine ...SURF Events
De Universiteit Twente heeft verschillende ervaringen opgedaan met blended-learningtrajecten. Deze trajecten variëren van kleine onderwijseenheden tot volledige vakken. Om docenten en onderwijsadviseurs te ondersteunen in het ontwerp- en ontwikkelproces van blended learning is een toolkit ontwikkeld. Deze toolkit biedt praktische, behapbare handvatten voor blended learning. Hij is gebaseerd op literatuur en ervaringen en volgt het onderwijsontwerpmodel ADDIE. Er zitten verschillende ondersteunende materialen in, voor iedere stap van het ontwerpproces. De materialen samen kunnen gebruikt worden voor het opzetten van een volledige course. De materialen kunnen ook afzonderlijk van elkaar gebruikt worden (bijvoorbeeld voor het ontwikkelen van een enkel webinar). Tijdens deze sessie hoor je onze ervaringen.
This document discusses using the AUA CPD Framework to support professional transformation and change management. The session objectives are to practice applying the framework, consider how change impacts people, and reflect on how the framework could support future change initiatives. The framework uses professional behaviors to provide a comprehensive picture of effective performance expectations. It has benefits like a longer shelf life than skills and a focus on "how" work is done. The document provides examples of how individuals, teams, and organizations can use the framework for things like identifying strengths and areas for development, refocusing team purpose, and aligning learning and development activities.
The document provides guidance on developing training materials using the ADDIE model, which includes 5 phases: Analysis, Design, Development, Implementation, and Evaluation. It outlines the key steps and considerations for each phase of the process. In the Analysis phase, needs are identified through audience analysis, content analysis, and goal and objective setting. The Design phase involves defining learning activities, assessments, and media. The Development phase is when the actual training materials like presentations, guides, and eLearning are produced. Implementation is when the instruction is delivered and feedback is obtained. Finally, Evaluation assesses the results.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
This document summarizes a workshop on using the Viewpoints framework to support curriculum design focusing on assessment and feedback. The workshop introduced participants to the Viewpoints project, had them work through tasks exploring assessment and feedback principles and implementation ideas using provided resources, and concluded with sharing experiences and evaluations. The Viewpoints framework and resources were demonstrated to help curriculum teams consider the learner perspective and support effective course and module design focused on key themes like assessment and feedback.
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
ADDIE is a systematic instructional design model that consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves identifying the learning problem and goals as well as understanding the learners. In the Design phase, learning objectives are specified and instructional materials are designed. During Development, the instructional materials are created. In Implementation, the materials are delivered to learners. Finally, in Evaluation, the effectiveness of the materials is assessed through formative and summative evaluation to improve the materials.
This document compares and contrasts two instructional design models: the ADDIE model and the Dick & Carey model. Both models emphasize understanding learners' needs and designing goals and objectives. The key differences are that the Dick & Carey model gathers more learner information, considers the learning environment more, and emphasizes formative and summative evaluation, while the ADDIE model is more effective for training but less flexible. The advantages of each are also discussed.
PDD 2019 Developing an in-house self directed CV support e-learning resourc...uopces
Andy Howard presented on developing a self-directed CV e-learning resource within the university's learning management system, Canvas. The resource aims to address high demand for CV support and variability in workshop attendance. Key considerations for the project included choosing the right technology, allocating necessary time and expertise, and ensuring student uptake and acceptance. While Canvas allows for easy integration and access, its design options are limited compared to initial aims. Feedback from staff and students has been positive overall, though development time exceeded projections due to high quality standards and limited resources. Lessons learned include having a clear project team and structure, using varied media, and considering appropriateness when choosing software.
This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.
This document discusses module evaluation at Oxford Brookes University. It describes the process of module evaluation and some common issues, such as lack of demonstrated validity, biased samples, and patchy use of evaluation data. The university implemented an electronic module evaluation system integrated with Moodle and a business intelligence tool. This allows evaluation data to be automatically included in program review dashboards. While module evaluation is intended to enhance quality and provide student feedback, there is no clear evidence it improves overall student satisfaction at the institutional level.
This document discusses partnership operational documents (PODs) and their role in administering academic partnerships. It outlines how PODs were developed to address challenges from a previously fragmented approach. PODs break down memorandum of agreements (MoAs) into operational details and actions to provide structure, systems, and clarity around expectations. The session aims to have groups work on interpreting an aspect of an MoA into a POD, with feedback. An example joint master's program is provided for the group exercise.
OLDS MOOC Week 7: Formative evaluation paperYishay Mor
This document discusses the importance of formative evaluation in the learning design process. It defines formative evaluation as the systematic collection of information to inform decisions about improving an educational product during its development. The summary is:
Formative evaluation involves gathering feedback from experts, learners, and others to inform decisions about improving a learning design. This feedback is collected throughout the design process using methods like peer review, expert review involving content and design specialists, learner usability testing, and prototype testing. Formative evaluation helps ensure a learning design is effective, usable, and aligned with learner needs before completion.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
Course Team Approaches To Task Design: Adam UnwinBrian.Sayer
This document summarizes research into how course teams design online learning tasks. It found that teams were more effective when they included people with technology expertise and represented all relevant roles. Utilizing student feedback, having exemplars to build from, and fostering shared values across the team helped as well. However, lack of time was a major barrier. The research included interviews and focus groups with staff and students to understand perspectives on task design and identify effective practices.
The document describes a learning design lifecycle consisting of 6 stages: 1) Visioning, 2) Gathering, 3) Assembling, 4) Running, 5) Evaluating, and 6) Adapting. It explains that learning design refers to both the process of planning and the product of that design process. Each stage involves typical activities like identifying needs, developing content, testing, and collecting feedback. The lifecycle can be applied at different levels from individual learning activities to entire courses.
The document discusses the development of e-learning resources to support student progression. Learning packs were developed mapped to qualifications that could be used for self-directed learning or to achieve a qualification. The packs focused on employability and progression, keeping these areas as a high priority. Research skills materials were also created as an identified need, designed to complement face-to-face support and be integrated into vocational programs. The materials were made interactive with videos, images, and assessments to help learning be retained. Possible next steps discussed expanding the resources and embedding them further into programs of study.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
- The document outlines the support structure for participants in the MA Academic Practice program, including a workplace mentor, personal academic tutor, and peer learning groups.
- The program is divided into four blocks focusing on influences for change in higher education, designing practitioner research projects, conducting research, and analyzing findings.
- Assessment includes a formative presentation, a 5,000 word academic paper, and a 2,500 word professional portfolio including a rationale and evidence of professional development.
'Een praktische toolkit voor blended learning' - Chris Rouwenhorst & Martine ...SURF Events
De Universiteit Twente heeft verschillende ervaringen opgedaan met blended-learningtrajecten. Deze trajecten variëren van kleine onderwijseenheden tot volledige vakken. Om docenten en onderwijsadviseurs te ondersteunen in het ontwerp- en ontwikkelproces van blended learning is een toolkit ontwikkeld. Deze toolkit biedt praktische, behapbare handvatten voor blended learning. Hij is gebaseerd op literatuur en ervaringen en volgt het onderwijsontwerpmodel ADDIE. Er zitten verschillende ondersteunende materialen in, voor iedere stap van het ontwerpproces. De materialen samen kunnen gebruikt worden voor het opzetten van een volledige course. De materialen kunnen ook afzonderlijk van elkaar gebruikt worden (bijvoorbeeld voor het ontwikkelen van een enkel webinar). Tijdens deze sessie hoor je onze ervaringen.
This document discusses using the AUA CPD Framework to support professional transformation and change management. The session objectives are to practice applying the framework, consider how change impacts people, and reflect on how the framework could support future change initiatives. The framework uses professional behaviors to provide a comprehensive picture of effective performance expectations. It has benefits like a longer shelf life than skills and a focus on "how" work is done. The document provides examples of how individuals, teams, and organizations can use the framework for things like identifying strengths and areas for development, refocusing team purpose, and aligning learning and development activities.
The document provides guidance on developing training materials using the ADDIE model, which includes 5 phases: Analysis, Design, Development, Implementation, and Evaluation. It outlines the key steps and considerations for each phase of the process. In the Analysis phase, needs are identified through audience analysis, content analysis, and goal and objective setting. The Design phase involves defining learning activities, assessments, and media. The Development phase is when the actual training materials like presentations, guides, and eLearning are produced. Implementation is when the instruction is delivered and feedback is obtained. Finally, Evaluation assesses the results.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
This document summarizes a workshop on using the Viewpoints framework to support curriculum design focusing on assessment and feedback. The workshop introduced participants to the Viewpoints project, had them work through tasks exploring assessment and feedback principles and implementation ideas using provided resources, and concluded with sharing experiences and evaluations. The Viewpoints framework and resources were demonstrated to help curriculum teams consider the learner perspective and support effective course and module design focused on key themes like assessment and feedback.
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
This document provides an overview of an instructional design course titled EDIT6100. It discusses the instructional design framework, which involves asking questions throughout the process, making decisions, developing prototypes and materials, and conducting reviews. It then covers the instructional design process steps of analyzing needs, establishing goals and objectives, designing instructional strategies and formats, developing materials, implementing training, and evaluating outcomes. Finally, it discusses different learning theories including behaviorism, cognitivism, and constructivism and their application to instructional approaches and learner activities.
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
The PC3 project aims to develop a personalized curriculum framework centered around coaching. It will place coaching at the core of curriculum design, learning, and assessment. The framework includes several key components: a coaching lab for training, a health check for skills assessment, a learning bank of resources, an e-portfolio called Studeo, and a commons for social learning. The project will trial the framework with different user groups from 2011-2012 and evaluate the benefits of a more flexible, learner-centered approach enabled by coaching.
This document discusses a project aimed at shifting curriculum design from implicit, craft-based approaches to more explicit, systematic approaches informed by empirical evidence. It outlines key aspects of curriculum design as a conscious, dialogic, creative, communicative and social process. The project seeks to support the entire design process from initial ideas to implementation and sharing. Methods discussed include curriculum mapping, workshops, and identifying "touch points" for influencing institutional processes. Case studies show how learning design tools and visualizations can promote reflection, collaboration and meeting challenges in curriculum redesign. Success factors include collaborative ethos, championing innovation, and providing structured design opportunities.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
This document discusses assessment strategies for enhancing student learning. It defines different types of assessments, including diagnostic, formative, and summative assessments. Formative assessments are emphasized as being most effective for driving instruction when used ongoing throughout a course. Specific examples are provided for different formative assessment techniques like observations, homework, and reflections. The document also stresses the importance of providing timely and specific feedback to students to allow them to improve.
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
This document discusses course-focused assessment, which aims to assess students holistically based on the overall course, rather than individual modules. It notes challenges with current assessment practices, including over-emphasis on assessment of learning, poor student engagement, and difficulties providing feedback. Course-focused assessment is presented as a student-centered alternative that designs assessment based on overall course learning outcomes. It allows connections across modules, promotes consistency, and supports students developing their disciplinary identity over time through integrated feedback. The document provides examples of how course-focused assessment can be implemented in practice through collaborative course design and aligning assessments to an authentic learning narrative.
Robin kear techniques for effective library instructionrobinkear
This document provides guidance on effective library instruction techniques for both online and in-person classes. It emphasizes following an instruction cycle of planning, preparation, instruction, and evaluation. Key recommendations include creating lesson plans with learning objectives and active learning exercises, using tutorials/screencasts, research guides, and assessing student learning through activities, assignments, and surveys.
This document discusses course-focused practice in teaching and outlines some challenges and keys ideas. It notes that focusing too much on individual modules can obscure the bigger picture of the course and lead to poor student attendance, engagement, and sense of belonging. It advocates for a more student-centered approach that enhances course meaning and motivation through active learning, formative assessment, group work, and feedback. Key ideas are making connections within and across modules to improve the learning experience and help students find meaning through connection-making.
The ADDIE model is a five-phase instructional design model for developing training programs consisting of Analysis, Design, Development, Implementation, and Evaluation. Each phase has outcomes that inform the next phase. There are over 100 variations of the generic ADDIE model. Gagne's Nine Events of Instruction outlines nine instructional events to consider when designing lessons: gain attention, state objectives, stimulate recall, present content, provide guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. Storyboarding is used in instructional design to plan lessons by considering what content, who is involved, how it will be delivered, where, and when.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...Blackboard APAC
The document discusses assessment and feedback principles for encouraging positive learning habits. It describes Mark Bailye's role as an Adoption Specialist with Blackboard, providing expertise on effective adoption and implementation of Blackboard solutions. The document outlines areas of Mark's expertise including academic change management, curriculum design, and strategic learning management system planning and implementation. It focuses on encouraging positive learning habits, assessment and feedback, outlining key principles and how tools in a learning management system can support these areas. Examples are provided around using tools like assignments, discussions, badges and adaptive release to trigger actions, provide rewards and encourage investment in learning.
Active & Project-Based Learning (Kufa Workshop 2013)Christopher Rice
This document discusses active and project-based learning strategies using online tools like Twitter and Google Apps. It defines project-based learning as a student-centered teaching approach involving sustained investigation of complex, real-world problems over an extended period. The document outlines several elements of effective project-based learning, including learner-centered feedback, collaboration, integration of content, authentic tasks, multiple presentation modes, time management, and innovative assessment. It also notes benefits like better knowledge retention and improved technology and teamwork skills. The document provides tips for using tools like Twitter, Google Docs, and Google+ to facilitate activities like class discussion, minute papers, think-pair-shares, and collaborative work in project-based learning.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
This document announces a workshop to teach participants how to create rubrics in Blackboard to provide assessment criteria and consistent feedback. The workshop will demonstrate how to build a rubric, associate it with assignments, use it to give feedback and view statistics. Attendees will learn how rubrics display expectations, can be reused across courses, and allow students to see grading criteria and how they met standards.
This document provides guidance on writing assessment criteria and performance indicators to effectively evaluate student work. It discusses:
- The purpose and intended outcomes of developing criteria and indicators aligned to learning outcomes.
- How to structure criteria using active verbs from outcomes and descriptive nouns, and to write threshold, differentiated performance indicators using appropriate adjectives.
- Best practices like ensuring criteria sets are coherent, clear, and manageable, and getting feedback from peers on created criteria and indicators.
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including:
1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development.
2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed.
3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Integrating Employability
3+3 Graduate Attributes
What, Why, How?
This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
This document discusses an authentic approach to developing holistic graduates through the Venture Matrix scheme at Sheffield Hallam University. It provides examples of how Venture Matrix has supported over 70 undergraduate and postgraduate modules by facilitating authentic learning opportunities in the community. These opportunities allow students to gain work and life experiences, apply their subject knowledge, develop self-awareness and skills through hands-on activities in real-world settings off campus. The document describes three case studies of modules in hospitality, sport, and criminology where Venture Matrix collaborated with external organizations to provide experiential learning outside the classroom.
This document analyzes the effects of mentoring on the academic performance of international undergraduate students. It discusses a mentoring program established at the University of Sheffield for direct entry international students in engineering and computing. The aims of the paper are to establish methods for enhancing academic results of international students and discuss the need for informal learning spaces for all students. The findings show that mentored international students engaged with the program had higher pass rates than those who did not engage. The mentoring program provides benefits to both mentors and mentees such as improved academic performance, interpersonal skills, and global friendships. The implications are that mentoring support could enhance academic performance of international students more broadly at the university.
The document describes changes made to a TESOL module to implement a flipped learning model. Key changes included moving short language lectures online as screencasts and videos for pre-class work, and using class time for more interactive activities and applying content to practice. This aimed to give students more control over their learning and better prepare them for in-class discussions. Evaluation found that while some students engaged well with pre-work, others struggled with independent learning or found both pre- and post-work excessive. The module will be refined based on learning points around orientation, feedback, and modifying task lengths and types.
This document summarizes a study on the student experience in transnational education programs between Sheffield Hallam University (SHU) and SHAPE (Sheffield Hallam Academic Partnership in Education) in Hong Kong. The study used focus groups of SHU/SHAPE students in Hong Kong to investigate how space and place impact student identity and belonging. Key findings include that students feel they belong more with their local institution rather than SHU, and interacting more with SHU teachers and students could help them feel more like SHU students. The document recommends facilitating more interaction between SHU and SHAPE students to acknowledge students receive a SHU experience while still being part of existing local structures.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. Active and authentic goal-orientated challenge
Collaborative: often team-based incorporating roles
Systematic approach involving student Analysis, Design, Development,
Implementation and Evaluation
Structured opportunities support continuous self, peer and tutor feedback
Motivation: intrinsic sense of ownership through application of knowledge
Outcomes: focuses on developing the individual’s capabilities through the
application of knowledge
Two tiered:
Product or goal-focused
Learning is a structured decision-based process
Project-based Learning: Key ideas
3. 2 4 6 8 10
AMODULE
Two-tiered view of Project-Based Learning
Goal-focused – “What will we make?”
Process-focused -
“How are we applying our knowledge?”
4. 2 4 6 8 10
A typical view of Project-Based Learning
2 4 6 8 10
AMODULE
A feedback-rich structured approach of stages
Assignment
Briefing
Analysis
Design
Development
Implementation
Evaluation
Summative
Clarification > Brainstorming > Commitment > Iterative Refinement >
Implementation
Evaluation
Submission > Feed Forward
5. Who is using Project-Based Learning? Do you recognise the structured model?
What different creative and authentic ways can you think of for setting assignment
briefs?
Projects can ‘fail’ but still deliver great learning - how do you encourage students to
take appropriate risks and learn from ‘failure’?
If continuous feedback is a characteristic of Project-based Learning, what different
ways do you or can you use to ensure students a clear, focused, committed and
academically aspirational?
Discussion
6. Personally
What do you take from the discussion and what more would you like to find out or
think about?
Collectively
How can your course team or subject group make use of these ideas
What further development would be useful for you?
Your Action Plan
Editor's Notes
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
As the University commits to being known for Applied Learning, the role of student projects in the curriculum becomes particularly useful.
This presentation introduces the key ideas associated with Project-based learning – an approach that is highly flexible and which provides many opportunities for engaging students in developing their understanding of the subject.
The main opportunity in project-based learning is to engage students in developing something that can capture their imagination
***and which creates a meaningful challenge that will motivate them to do well.
This means taking a goal-focused approach. However, as we will see later, goal attainment drives a learning process.
***Projects are often collaborative and involve group work. But not always – in many respects a dissertation can be understood as a project for example – the student focuses on submitting a substantial piece of work in which they have invested a lot of effort. Along the way they will have been through several learning milestones, each of which have contributed to their understanding. This level of commitment is possible through other forms of project-based approaches.
***Projects are also highly structured – typically, project work involves analysis of a brief, design of a solution, development work, and an iteration of using and evaluating the work.
***Each stage of a project is an opportunity to motivate the students as the challenge develops. During the project the students are likely to be developing their knowledge ‘just-in-time’, either through taught classes and feedback or through discovery as they resolve the problems that emerge along the way.
***The learning outcomes tend to be about how successfully the student responds to the project and its complexities. However, the students are likely to be more focused on achieving their goal, especially in the early days of the project. In the latter stages, it will be only through reflection that will they will begin to fully understand what the project has meant to them and their learning.
Initially students are engaged by and encouraged to focus on the product or goal – Their initial focus will be about what they will produce in response to the project brief.
Pedagogically the teacher needs to scaffold a shift in the student’s thinking from product or goal focus to the intended learning outcomes that come from a student’s deep engagement in the process of responding to the assignment brief.
This shift in focus and motivation is achieved through a structure of stages:
e.g. Assignment Brief >
***Analysis >
***Design >
***Development >
***Implementation > and
***Evaluation
Scaffolding is achieved through a structure of stages each of which provide an opportunity for rich reflection and feedback indicated by the green dots. The first phase is focused on formative learning
The end phase is focused on applying feedback to produce the summative assessment:
The iteration around implementation as students improve their project artefact creates a heightened experience that will inform their summative assessment.
The Summative Assessment can use methods such as Presentations, Project Reports, Blogging Reflective Accounts, Authentic Trials and Vivas, Portfolio synthesis, and so forth.
Importantly, students are engaged in a process of continuous feedback and reflection.
It is critical that feedback is light touch and continuous as one stage is dependent on the preceding stages in the project process. Feedback is largely about clarification, correction and reorientation at the beginning, and then later about refinement and enhancement leading to summative assessment.
***
This is achieved using techniques like:
Feedback to the teacher – i.e. seeking clarification
Self-reflection e.g. building individual portfolios of reflective blogs and artefacts such as planning materials and drafts.
Peer feedback e.g. from discussion with fellow group members
Tutor feedback e.g. based on formative activities such as design specifications or draft plans. Later discussions and feedback focus much more closely on the learning outcomes and academic capabilities of the students.