The Empire State College Online Library is launching the new Copyright Information Web Site, which includes information on the public domain, open content and the Creative Commons, the fair use exemption, the educational use exemption, DMCA takedown procedures, getting permission, and more. This presentation provides an introduction to that resource, focusing on items of particular interest to faculty designing courses and mentoring in the online learning environment.
The Technology in Action subcommittee of the Center Technology Committee surveyed Center personnel to collect information on the use of Google Applications for work and personal reasons.
The document discusses personal finance topics such as paying down high-interest debt, creating an emergency fund, saving for retirement and education. It notes that consumer debt in the US grew nearly 5 times from 1980 to 2001 and currently stands at $2.4 trillion. Credit card interest rates and amounts financed for auto loans have declined in recent years. Many college students take on significant debt, with the average debt per borrower rising to $22,700. Those seeking credit counseling typically have $43,000 in total debt, with $20,000 in consumer debt and $8,500 in revolving credit card debt.
Listing equity in London A quick guide : by Berwin Leighton Paisner LLPDavid Solomon
Very good quick guide for Listing equity in London.
I promise my friends at BLP to introduce it to my network.
David Solomon
CEO, SOLOMON CAPITAL
www.solomon-capital.com
1. The document discusses shifting teaching methods from teacher-centered pedagogy to more student-centered andragogy and heutagogy, especially in online education.
2. It argues instructors should facilitate self-directed learning by valuing what students want to learn and allowing them flexibility in how and what they learn.
3. The author shares how teaching mythology and composition courses online led them to change their view of teaching to be more student-centered and respect the potential of technology to enhance learning experiences.
The Quick Reference Sheet provides contact information for academic support services available to students at the Center for Distance Learning including tutoring programs, writing assistance, math assistance, study skills resources, and academic coaching. It is a tool for faculty, students, and staff to quickly find needed academic support. The Office of Academic Support oversees tutoring, works with students on time management and study skills, and is available to help students determine what support would be most helpful.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
The Empire State College Online Library is launching the new Copyright Information Web Site, which includes information on the public domain, open content and the Creative Commons, the fair use exemption, the educational use exemption, DMCA takedown procedures, getting permission, and more. This presentation provides an introduction to that resource, focusing on items of particular interest to faculty designing courses and mentoring in the online learning environment.
The Technology in Action subcommittee of the Center Technology Committee surveyed Center personnel to collect information on the use of Google Applications for work and personal reasons.
The document discusses personal finance topics such as paying down high-interest debt, creating an emergency fund, saving for retirement and education. It notes that consumer debt in the US grew nearly 5 times from 1980 to 2001 and currently stands at $2.4 trillion. Credit card interest rates and amounts financed for auto loans have declined in recent years. Many college students take on significant debt, with the average debt per borrower rising to $22,700. Those seeking credit counseling typically have $43,000 in total debt, with $20,000 in consumer debt and $8,500 in revolving credit card debt.
Listing equity in London A quick guide : by Berwin Leighton Paisner LLPDavid Solomon
Very good quick guide for Listing equity in London.
I promise my friends at BLP to introduce it to my network.
David Solomon
CEO, SOLOMON CAPITAL
www.solomon-capital.com
1. The document discusses shifting teaching methods from teacher-centered pedagogy to more student-centered andragogy and heutagogy, especially in online education.
2. It argues instructors should facilitate self-directed learning by valuing what students want to learn and allowing them flexibility in how and what they learn.
3. The author shares how teaching mythology and composition courses online led them to change their view of teaching to be more student-centered and respect the potential of technology to enhance learning experiences.
The Quick Reference Sheet provides contact information for academic support services available to students at the Center for Distance Learning including tutoring programs, writing assistance, math assistance, study skills resources, and academic coaching. It is a tool for faculty, students, and staff to quickly find needed academic support. The Office of Academic Support oversees tutoring, works with students on time management and study skills, and is available to help students determine what support would be most helpful.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
The document discusses lessons learned from a Massive Open Online Course (MOOC) on connectivism offered by the University of Prince Edward Island in 2011. The MOOC introduced participants to connectivist principles and used online tools like Google Hangouts, blogs, and social networks to facilitate collaboration among a geographically dispersed group of learners. While challenges emerged in coordinating such a large, open online course, participants reflected on valuable insights gained into personal learning networks and the potential of MOOCs to expand access to education.
This document provides an overview of the pedagogical underpinnings and resources for a MOOC on creativity and multicultural communication. It lists theories that inform the course's design, such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. A variety of connectivist concepts are discussed, including MOOCs, networked learning, and tools that facilitate social networking. The document concludes by listing numerous web tools that will be used within the MOOC and providing the course website for additional resources.
Overview of ESC International Programs. Student and faculty concerns, barriers and proposed ways to overcome barriers. Synergies between CDL, IDL and IP
Overview of ESC Latin American Blended program. How we use virtual meeting tools to connect students across classrooms and cultures and with guest speakers. Outcomes related to student satisfaction and persistence
The document describes a licensing game where participants are given cards representing different types of creative works licensed under various Creative Commons licenses. The goal is to determine whether combinations of the licensed works on the cards can legally be remixed to create a new open educational resource. Players arrange the cards on a remix sheet and use what they know about CC licenses and the provided hints to decide if the combination is a lawful remix of licensed content.
This document discusses challenges with facilitating online discussions in human services courses. It addresses issues like students bringing personal experiences to class, motivating thoughtful responses, and navigating difficult scenarios like offensive comments or non-validation of peers' views. The author emphasizes listening to understand different perspectives, reframing issues respectfully, modeling appropriate responses, and privately addressing issues to maintain a constructive learning environment.
Using BlackBoard Collaborate to create interactive audio-visual learning expe...SUNY Empire State College
The document discusses using Blackboard Collaborate to create interactive audio-visual learning experiences. It notes that students are more diverse and the landscape of knowledge is changing. Blackboard Collaborate allows instructors to use tools like desktop sharing and whiteboards to hold synchronous sessions that are a dynamic alternative to purely textual learning. Data shows these sessions increased student participation and feedback from students was very positive, with some saying it was their best online learning experience. The document advocates for using these tools to make learning accessible and engage all students.
We are all health care consumers. Attend this presentation to learn about helath literacy, credibility of internet sites, and mobile applications for health care.
This document discusses health literacy and the use of mobile applications to improve consumer health. It defines health literacy and examines how low health literacy negatively impacts vulnerable populations. The document explores criteria for evaluating the credibility of online health information and provides examples of popular medical websites and mobile apps that can help with conditions like diabetes, heart disease, and weight management. It concludes that mobile health apps have potential to enhance health education and management if used in conjunction with a health care provider's guidance.
This document discusses failure to thrive among students and provides guidance on addressing related issues. It covers engagement issues that can cause no credits, withdrawals, or incompletes and encourages reaching out to students and academic support services. The document also addresses responsibilities in student conduct, grievances, and appeals. Finally, it provides developmental and punitive approaches for handling plagiarism cases, emphasizing clarifying situations and determining appropriate next steps or measures.
This document provides guidance on the Social Theory, Social Structure and Change (STSSC) Area of Study (AOS) for Capella University's degree programs. It explains that STSSC is a broad AOS that encompasses many social science fields and concentrations. No specific course guidelines are given, allowing students flexibility to design programs within their fields of interest. Examples of possible concentrations under STSSC include anthropology, sociology, criminology, and more. Career paths for STSSC graduates include graduate school, government, nonprofit, and private sector roles. The document also compares STSSC to other AOS's and provides sample concentration mappings.
This document provides an overview of the pedagogical underpinnings and web tools used in a Massive Open Online Course (MOOC) on creativity and multicultural communication. It lists theories that informed the course's design such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. Several videos and articles about connectivism and networked learning are also referenced. The document concludes by listing over 20 different web tools that were utilized in the MOOC, such as Blackboard Collaborate, YouTube, Wikispace, and Twitter.
In this session, our presentation will focus on the types of technologies we use to deliver content and curriculum in the asynchronous online environment. We will discuss how we use a variety of technological applications such as web conferencing tools, a learning management system, blogs, wikis and other web 2.0 applications to achieve learning goals and objectives in our workshops and courses.
The Center for Mentoring and Learning (CML) at SUNY Empire State College aims to support effective mentoring and learning through various activities. CML provides mentor support, coordinates professional development for faculty, and promotes scholarly dialogue on topics related to mentoring, learning, and pedagogy. CML also hosts an online learning community where faculty can collaborate, discuss research and teaching innovations, and find resources.
Leilani Yoshioka is a senior manager at a large technology company based in San Francisco. She has over 15 years of experience in product management and marketing. Leilani received her bachelor's degree in computer science from Stanford University and an MBA from Harvard Business School.
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
This document summarizes several panel discussions and courses on research methods. It discusses quantitative methods for management taught by Magdy Roufaiel that teaches modeling, linear programming, and forecasting techniques. It also summarizes Joyce Elliott's course on quantitative research design which covers foundations, ethics, and using SPSS to analyze national datasets. Additionally, it discusses Patrice Prusko-Torcivia's teachings on writing market research proposals and Michele Ogle's statistics course which has students complete a final statistical analysis project. Finally, it summarizes Dee Britton's social science research methods course which has students write research proposals and journals throughout.
This document summarizes several panel discussions and courses on research methods. It discusses quantitative methods for management taught by Magdy Roufaiel that teaches modeling, linear programming, and forecasting techniques. It also summarizes Joyce Elliott's course on quantitative research design which covers foundations, ethics, and using SPSS to analyze national datasets. Additionally, it discusses Patrice Prusko-Torcivia's teachings on writing market research proposals and Michele Ogle's statistics course which has students complete a final statistical analysis project. Finally, it summarizes Dee Britton's social science research methods course which has students write research proposals and journals throughout.
The document summarizes a presentation about using Google Apps/Sites for organization, collaboration and creating websites. It demonstrates how to create a website using Google Sites, discussing important considerations like goals, audience and navigation. It provides examples of two sample sites - a professional portfolio and an educational support site. It then shows a live creation of a site for a bakery as an example. The presentation aims to showcase how easy it is to create a professional looking site using Google Sites.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The document discusses lessons learned from a Massive Open Online Course (MOOC) on connectivism offered by the University of Prince Edward Island in 2011. The MOOC introduced participants to connectivist principles and used online tools like Google Hangouts, blogs, and social networks to facilitate collaboration among a geographically dispersed group of learners. While challenges emerged in coordinating such a large, open online course, participants reflected on valuable insights gained into personal learning networks and the potential of MOOCs to expand access to education.
This document provides an overview of the pedagogical underpinnings and resources for a MOOC on creativity and multicultural communication. It lists theories that inform the course's design, such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. A variety of connectivist concepts are discussed, including MOOCs, networked learning, and tools that facilitate social networking. The document concludes by listing numerous web tools that will be used within the MOOC and providing the course website for additional resources.
Overview of ESC International Programs. Student and faculty concerns, barriers and proposed ways to overcome barriers. Synergies between CDL, IDL and IP
Overview of ESC Latin American Blended program. How we use virtual meeting tools to connect students across classrooms and cultures and with guest speakers. Outcomes related to student satisfaction and persistence
The document describes a licensing game where participants are given cards representing different types of creative works licensed under various Creative Commons licenses. The goal is to determine whether combinations of the licensed works on the cards can legally be remixed to create a new open educational resource. Players arrange the cards on a remix sheet and use what they know about CC licenses and the provided hints to decide if the combination is a lawful remix of licensed content.
This document discusses challenges with facilitating online discussions in human services courses. It addresses issues like students bringing personal experiences to class, motivating thoughtful responses, and navigating difficult scenarios like offensive comments or non-validation of peers' views. The author emphasizes listening to understand different perspectives, reframing issues respectfully, modeling appropriate responses, and privately addressing issues to maintain a constructive learning environment.
Using BlackBoard Collaborate to create interactive audio-visual learning expe...SUNY Empire State College
The document discusses using Blackboard Collaborate to create interactive audio-visual learning experiences. It notes that students are more diverse and the landscape of knowledge is changing. Blackboard Collaborate allows instructors to use tools like desktop sharing and whiteboards to hold synchronous sessions that are a dynamic alternative to purely textual learning. Data shows these sessions increased student participation and feedback from students was very positive, with some saying it was their best online learning experience. The document advocates for using these tools to make learning accessible and engage all students.
We are all health care consumers. Attend this presentation to learn about helath literacy, credibility of internet sites, and mobile applications for health care.
This document discusses health literacy and the use of mobile applications to improve consumer health. It defines health literacy and examines how low health literacy negatively impacts vulnerable populations. The document explores criteria for evaluating the credibility of online health information and provides examples of popular medical websites and mobile apps that can help with conditions like diabetes, heart disease, and weight management. It concludes that mobile health apps have potential to enhance health education and management if used in conjunction with a health care provider's guidance.
This document discusses failure to thrive among students and provides guidance on addressing related issues. It covers engagement issues that can cause no credits, withdrawals, or incompletes and encourages reaching out to students and academic support services. The document also addresses responsibilities in student conduct, grievances, and appeals. Finally, it provides developmental and punitive approaches for handling plagiarism cases, emphasizing clarifying situations and determining appropriate next steps or measures.
This document provides guidance on the Social Theory, Social Structure and Change (STSSC) Area of Study (AOS) for Capella University's degree programs. It explains that STSSC is a broad AOS that encompasses many social science fields and concentrations. No specific course guidelines are given, allowing students flexibility to design programs within their fields of interest. Examples of possible concentrations under STSSC include anthropology, sociology, criminology, and more. Career paths for STSSC graduates include graduate school, government, nonprofit, and private sector roles. The document also compares STSSC to other AOS's and provides sample concentration mappings.
This document provides an overview of the pedagogical underpinnings and web tools used in a Massive Open Online Course (MOOC) on creativity and multicultural communication. It lists theories that informed the course's design such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. Several videos and articles about connectivism and networked learning are also referenced. The document concludes by listing over 20 different web tools that were utilized in the MOOC, such as Blackboard Collaborate, YouTube, Wikispace, and Twitter.
In this session, our presentation will focus on the types of technologies we use to deliver content and curriculum in the asynchronous online environment. We will discuss how we use a variety of technological applications such as web conferencing tools, a learning management system, blogs, wikis and other web 2.0 applications to achieve learning goals and objectives in our workshops and courses.
The Center for Mentoring and Learning (CML) at SUNY Empire State College aims to support effective mentoring and learning through various activities. CML provides mentor support, coordinates professional development for faculty, and promotes scholarly dialogue on topics related to mentoring, learning, and pedagogy. CML also hosts an online learning community where faculty can collaborate, discuss research and teaching innovations, and find resources.
Leilani Yoshioka is a senior manager at a large technology company based in San Francisco. She has over 15 years of experience in product management and marketing. Leilani received her bachelor's degree in computer science from Stanford University and an MBA from Harvard Business School.
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
This document summarizes several panel discussions and courses on research methods. It discusses quantitative methods for management taught by Magdy Roufaiel that teaches modeling, linear programming, and forecasting techniques. It also summarizes Joyce Elliott's course on quantitative research design which covers foundations, ethics, and using SPSS to analyze national datasets. Additionally, it discusses Patrice Prusko-Torcivia's teachings on writing market research proposals and Michele Ogle's statistics course which has students complete a final statistical analysis project. Finally, it summarizes Dee Britton's social science research methods course which has students write research proposals and journals throughout.
This document summarizes several panel discussions and courses on research methods. It discusses quantitative methods for management taught by Magdy Roufaiel that teaches modeling, linear programming, and forecasting techniques. It also summarizes Joyce Elliott's course on quantitative research design which covers foundations, ethics, and using SPSS to analyze national datasets. Additionally, it discusses Patrice Prusko-Torcivia's teachings on writing market research proposals and Michele Ogle's statistics course which has students complete a final statistical analysis project. Finally, it summarizes Dee Britton's social science research methods course which has students write research proposals and journals throughout.
The document summarizes a presentation about using Google Apps/Sites for organization, collaboration and creating websites. It demonstrates how to create a website using Google Sites, discussing important considerations like goals, audience and navigation. It provides examples of two sample sites - a professional portfolio and an educational support site. It then shows a live creation of a site for a bakery as an example. The presentation aims to showcase how easy it is to create a professional looking site using Google Sites.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. REDEFINING COMMUNITY:
FROM BLENDED COURSES TO
BLENDED CULTURES
Presented By:
Thalia MacMillan, Rebecca Bonanno, Sarah
Hertz, Cathy Leaker, Amanda Sisselman,
Christopher Whann, and Susan Tratner
2. OVERVIEW OF PRESENTATION
I. Blending and Its Discontents: Literature
Overview and Multimedia Representation
II. Background of ESC and Institution Specific
Blending Challenges
III. Our Project: Blend In with the Blendies!
IV. Early Challenges and Resolutions
V. Going forward to Phase II
3. BLENDING IN A NUTSHELL
Successful hybridity—however that may be
defined—requires bringing the two dissimilar
parts together so that they work in concert and
may produce a third result
Sands, 2002
4. THE NUTSHELL’S THREE LAYERS
Introducing technology into the classroom
presents opportunities – and obstacles to
overcome. The introduction of any new
technology – no matter how transparent or
easy to use – requires changed behaviors. In
education, the challenges can be grouped into
three key areas: cultural, process, and
academic. Any of these can hinder achieving
return on investment and the ability to leverage
– and scale – blended learning technologies.
Greenberg, 2012
6. EMPIRE STATE COLLEGE: WHO ARE WE?
4 year comprehensive
college in SUNY
system
Distributed throughout
New York State
Serves 19,000 +
students per year
o 41.4% at Center for
Distance Learning
(mostly online)
o 11.4% at
Metropolitan Center
(mostly f2f)
7. AGE OF OUR STUDENTS
35
31.7
30
26.7
25.6
25
22
20 19
20
16.216.8 Metro
15 12.6 CDL
9.5
10
5
0
Under 25 25-29 30-39 40-49 50+
8. % PART TIME ENROLLMENT
Metro CDL
64.6
60.8
53.8 55.3
Fall 2010 Spring 2011
9. SERVING “NONTRADITIONAL” STUDENTS
Profile of All US Non Traditional Characteristics
Undergraduates, NCES 2002 According to NCES
Age 25 or older (38% in 2007)
Entry to college delayed by at
least one year following high
At least one school
nontraditional 73%
characteristic Having dependents
A single parent
Employed full time
Financially independent
Attend part time
Traditional 4
year residential 27% No high school diploma
10. INSTITUTIONAL IDENTITY ROOTED IN ALTERNATIVE
APPROACHES TO HIGHER EDUCATION
Learning occurs as new conditions require new
responses, as new experiences excite new
reactions. We learn when situations challenge
competence, test purposes, question values.
From ESC Bulletin, 1971
11. NEW INNOVATIONS – NEW IDEAS
Creating a blended culture at ESC
New response – new reactions
Finding creative ways for students to complete
courses
The Open SUNY initiative
12. ESC’S “NEW RESPONSE, NEW REACTIONS”: TWO DRIVERS OF
RESPONSE AND INNOVATION
The Mentoring The Instructional
Paradigm: Design Paradigm:
Center for
Regional Centers Distance Learning
and FTF Studies and Online
Courses
13. ….WITH SHARED VALUES AND A COMMON PURPOSE
learning-centered
interactive
dynamic
constructivist
adaptive
―Ideally adult students do not take a
course, they steer a course‖
(Ball and Lai, 2004)
14. OUR MISSION: TOWARD A COMMUNITY OF
PRACTICE FOR BLENDED LEARNING
Culture
Blended Blended
Community of
Courses Processes
Practice
Academic
20. MAINTAIN SENSITIVITY: “MOVE SLOWLY AND
STAY IN FRONT!”
Standing on the Shoulders of Giants
The Pressure Cooker Effect
Local Conditions Local Practices
21. EMPHASIZE COMMUNITY BUILDING
Planned Extracurricular Events
Nurture Blended Identity/Presence
Model Cross Center Collaboration
23. TAKE REDESIGN SERIOUSLY: BEYOND THE ADD
N’ STIR STRATEGY
Time
Support for skill development
Incremental implementation
24. RESOLVE “ADMINISTRATIVE” GLITCHES EARLY
AND OFTEN
Whose course is it?
Who lists the course?
What review processes are in play?
Are there intellectual property issues?
Is there a platform for this?
25. SUPPORT CRITICAL DIALOGUE/PRACTICE
Challenge the paradigms (even when the
paradigm Is sitting across from you!)
Acknowledge problems
Pay attention to theory
26. ACADEMICS
Strategies:
Cross Disciplinary
Flexibility within Parameters
Focus on Integration
27. CROSS-DISCIPLINARY
1. Introduction to Human Services (CHS)
2. Disabled in America (CHS)
3. Survey of Social Science Research Methods
(CHS)
4. Corporate Finance (BME)
5. Emerging Markets (BME)
6. Cultural Anthropology (Cultural Studies)
28. TOWARDS A WORKING DEFINITION: FLEXIBILITY
WITHIN PARAMETERS
60/40 Split
Sharing Best Practices
Making Blended Academic Goals and
Strategies Transparent
29. FOCUS ON INTEGRATION
What are my objectives? What do I want to
achieve with this blend?
What is the best sequence of learning
activities?
How much effort should be given to each
activity (reading, reflection, learning
activities)?
How do we assess progress in the material?
30. WHAT’S NEXT?
1. Implementation: Metro/CDL Pretzel Pilot
(January, 2013)
2. Expanded Blended Community of Practice
3. Common Processes for CDL and regional
Centers?
4. Increased offerings
5. Variations in synchronous delivery
(i.e., Skype, Elluminate)
31. THINGS TO PONDER
As we go forward – some things to ponder:
What are our long term institutional
objectives? What do we want to achieve with
this blend?
How do we ensure this initiative strengthens
online, ftf and blended modes?
How do we assess progress in the project?
How can we support students becoming
agents of their own blend?
ESC is a 4 year public college in the State University of New York system serve 19,000+ students at 35 locations across New York State and online. 41.4 % (7000 + students) enrolled at CDL11.4 % (2000 + students) at Metropolitan center (largest regional center) Two largest centers are CDL and Metro
Our students reflect those on non-traditional. The average age of our students is 37. CDL attracts more in their 30’s, while a higher percentage of Metro are older.
Although we say we serve “nontraditional” students our student demographic mirrors the population of students enrolled in higher education nationwide…in essence “nontraditional is the new traditional” for educators and college recruiters alike, so the ESC story, however seemingly idiosyncratic, is emblematic of a much larger national narrative…
Founded in 1971 under the auspices of then SUNY chancellor Ernest Boyer, ESC was designedto serve nontraditional students. From the beginning, it conceptualized itself as a necessary alternative to traditional higher education, particularly as the latter was poorly positioned to serve the needs of adult learners. Committed to recognizing learning whenever and wherever it occurred, the mission emphasized recognizing and adapting to the diverse needs of our learners. That commitment in turn generated particular strategies:Individualized Curricula Across 11 Areas of StudyPrior Learning Assessment or PLAexpanding access to affordable, high-quality educational opportunities through partnerships with employers, unions, government agencies, the armed forces, community organizations and other educational institutionsFlexible Study Options: From very early on, ESC established itself as a so called “dual mode” institution, proving both ftf instruction at regional centers and distance learning through the center for Distance Learning (established in 1978 and bringing its print based curriculum fully online by 2005) Online ftf Study Groups Independent Studies Residencies
UCF Blendkit Reader: Begin with relevant metaphors for learning….Examine mental models (Hayes, Jelly, Whann, 2011) Varying assumptions between CDL and Regional CentersParable for CDL: driving a rental car (insert appropriate graphic)Parable for regional centers: building your own go-kart kitMentoring Paradigm:Faculty/Mentor and Student Co-Design Learning Contract for Each StudyIndividualized Student Goals/Interests Drive LearningOrganic, Iterative Objectives, Activities and Assessment: Emerge from Mentor Student Negotiation Instructional Design ParadigmFaculty/CID Team Design Course Course Templates for Use in Multiple SectionsBackward DesignClearly Stated Learning Objectives Transparent Assessment ProcessTwo Approaches to Curriculum DevelopmentRegional Course development is nonstandardized, flexible and adaptive: “takes account of the [changing] realities which characterize both Mentor and Student”Loose collaboration between Areas of Study and Associate Dean ensure coveragePresumes primary faculty role is as facilitator of learning rather than content area expertCourse development is deliberate, planned and structured Review of courses through center (online learning needs to have more review, ADA compliance)Oversight of courses by ACAll courses are structured and systematically presented due to large percentage of adjunct faculty
Varying assumptions between CDL and Regional CentersParable for CDL: driving a rental car (insert appropriate graphic)Parable for regional centers: building your own go-kart kitMentoring Paradigm:Faculty/Mentor and Student Co-Design Learning Contract for Each StudyIndividualized Student Goals/Interests Drive LearningOrganic, Iterative Objectives, Activities and Assessment: Emerge from Mentor Student Negotiation Instructional Design ParadigmFaculty/CID Team Design Course Course Templates for Use in Multiple SectionsBackward DesignClearly Stated Learning Objectives Transparent Assessment Process
Anomaly of “flexible college” when so many barriers in the differing silos of learning
Bringing Tacit Assumptions and Perceptions into the Open“Examine mental models:” we needed to spend more time surfacing and examining assumptions (Hayes, Jelly, Whann, 2011) -Structured and planful course development-Accountability and oversight by colleagues and the center as a whole-Engaged with students through a variety of means: online, phone, other web presence-Clear academic expectations and explicit means of assessment
-CDL may be perceived as impersonal, overly structured so as to be inflexible“one size fits all”More focused on outcome than process
-Focused on the individual learner-Flexible course development-Collaborative: learning activities emerge through negotiation between mentor and studentNo two pots the same!
-Center approach may be viewed as too loosely structured, not focused enough on tangible outcomes
Standing: we are not the first to blend---learn from previous efforts (i.e residencies, learning communities, blended webinars) Enrollment: Some responses emerge from a context of enrollment challenges and anxiety about budget cuts…don’t take personallyLocal: Local center practices—and readiness for blend-- are often a response to local conditions and needs---learn the context before whipping out the cookie cutter
Extra-curricular events: Garrison, Kanuka (2004):A sense of community is also necessary to sustain the educational experience over time so essential to move students to higher levels of thinking. This is important as “students with stronger sense of community tend to possess greater perceived levels of cognitive learning” (Rovai, 2002, p. 330)Blended identity/Presence: Educate faculty about blended throughout the college without generating negativity; focus on its support for learningSolution: Provide info about blendingBoth faculty and students need to know about blendingHave a “blendie” event & ad campaign
Take re-design seriously: (Aycock et al, 2002) In order to create effective interactivity, full course redesign is essential for successful hybrid coursesGarrison, Kanuka (2004):One thing is certain, blended learning does not represent more of the same. It is not just finding the right mix of technologies or increasing access to learning, although a secondary outcome may be increased efficiency and convenience for students and professor. Blended learning inherently is about rethinking and redesigning the teaching and learning relationship. Time: Hybrid instructors should allow six months lead time for course development. At the end of the project, the participants were universal in their advice to others developing hybrid courses, "Start early and plan very carefully; hybridization is a lot of work.“….The majority of the project's instructors started learning about hybrid methods and planning their courses in June 2000. By August they had developed a course plan which they continued to improve upon during the fall 2000 semester. They taught their first hybrid courses in spring semester 2001. (Aycock et al, 2002, on UWM blended project)Skill Development: Sands (2002) “Be prepared to teach new skills” Incorporate skill development into instructional model For regional students/instructors: online skills particularly in discussion; extend planning timeline, learn to make the tacit explicit; budgeting out of class time to incorporate designed learning activitiesFor CDL instructors/students: sharing synchronous learning spaces; adaptive strategies; budgeting in class timeIncremental implementation: both at level of course and level of “program” Thompson, (200?) Given the multilayered, multifaceted nature of blended learning environments, ….the most important design principle might be to start small. “Creating a blended learning strategy is an evolutionary process.” (Singh and Reed, 2001).Aycock et al (2002): Several instructors (at UWM) overestimated what they could accomplish in their first hybrid course and overworked themselves and the studentsBuilding upon the initial redesign, hybrid course development is an incremental process with new modules and learning activities added in subsequent semesters
Problem: Technological/instructional supportSelf-selection of different groups of students due to technology differencesFaculty also self-select technologySolution: Provide technological supportStudents will be trained in how to use MoodleFaculty will be provided with FIT and CID support
Don’t be afraid to challenge each otherShare/celebrate successes but be open and honest about problems as they emergePay attention to theory: Mortera-Gutierrez (2006) “there is an urgent need to reflect on the pedagogical and epistemological foundations [of blended learning] ”And a modification a a Ball/Lai argument (2004):As online [or blended] education continues to spread, though, it is becoming increasingly important for scholars of various pedigrees and diverse orientations to get involved in the conversations and disputes. We are not just talking here about involvement at the level of “online learning and mathematics” or “how to teach art online,” but about scholars examining the nature and culture of distance l[or blended] earning from their own particular disciplinary perspectives and concerns. For example, we think that the arts and humanities have much to contribute to a critical interpretation, clarification, and contextualization of online [or blended] learning
Reasons why we chose these specific courses to blend for our pilot – advantages of a blended environmentIntroduction to Human Services (CHS):This course gives an overview of human services as a profession and as an academic discipline. It provides a sampling of the knowledge, skills, ethical values, and practical experiences needed to successfully assist others to a higher quality of life. Assignments are based on case studies, practical experiences, ethical dilemmas and a field practicum or project designed to help you decide if human services is the career path for you.Disabled in America (CHS):Study the civil rights movement of individuals with disabilities through a review of significant historical events, changing social policy. Through this course, the student will find out about the daily lives and characteristics of the more than 54 million Americans who are covered by the Americans with Disabilities Act. Current initiatives in education, employment, housing, transportation, communication, cultural activities, recreation, health services, assistive technology and access to public services are also covered.Corporate Finance (BME):This course aims to develop a strong conceptual framework for the understanding and application of the theories of managerial finance. Corporate Finance incorporates concepts from both accounting and economics. By using the appropriate theories and historical accounting data as a base, innovative corporate financial planning can occur.
Work toward a flexible, adaptive definition of blended for all courses Percentage of online vs. face to face instructionBest practices for balancing/managing ftf and online Making Blended Goals Transparent:Aycock et al (2002) : Students don't grasp the hybrid concept readily: he hybrid model is new to students, so they need a clear rationale for its use. Our instructors learned that students required repeated explanations about the model, explaining clearly what it is and why the instructor chose it. Note: For us the newness of blended works in two directions, so we need to be that much more deliberate
Background:Aycock et al (2002): On UWM experienceOsguthorpe and Graham (2003) there is always the threat of an out of balance, disocrdant blend that frustrates both student and teacher)Lesson #4: Redesign is the key to effective hybrid courses to integrate the face-to-face and online learning.There is only one effective way to use online technologies in hybrid courses: it is essential to redesign the course to integrate the face-to-face and online learning. The online learning modules are central to a hybrid course's success, and the students' work online must be relevant to the in-class activities. The project's participants emphasized this point repeatedly. When asked, "What would I do differently?" they were united in their response: "I'd devote more attention to integrating what was going on in the classroom with the online work." This was true even though the project's faculty development sessions repeatedly emphasized the importance of connecting in-class material with out-of-class assignments. One instructor responded emphatically, "Integrate online with face-to-face, so there aren't two separate courses." We found it impossible to stress integrating face-to-face and online learning too much.Additionally, the students were quite critical if they felt the face-to-face and time-out-of-class components of the course were not well integrated. This was one of the students' chief complaints about some of the hybrid courses. Sarah: Note that we are devoting a lot of time to this….using tools form UCF’s online Blendkit