A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Symposium: An institutional voice to support teachers and learners in blended...alanwylie
A Symposium presentation by Dr Dolene Rossi a symposium member from CQUniversity for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Pre-Service Teacher Education for the Management of Actual and Virtual Classesalanwylie
Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Symposium: An institutional voice to support teachers and learners in blended...alanwylie
A Symposium presentation by Dr Dolene Rossi a symposium member from CQUniversity for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Pre-Service Teacher Education for the Management of Actual and Virtual Classesalanwylie
Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
A group of a dozen educators got together on August 7, 2012 in Chippewa Falls, WI to develop a plan to shift educational paradigms. This slideshow was prepared by Jim Adams, Barney Slowey, and Tamara Sharp.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
A group of a dozen educators got together on August 7, 2012 in Chippewa Falls, WI to develop a plan to shift educational paradigms. This slideshow was prepared by Jim Adams, Barney Slowey, and Tamara Sharp.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Transition Pedagogy and the PostGraduate Student ExperienceSally Kift
Presentation at National Postgraduate Student Experience Symposium https://postgraduatestudentexperience.com/
Kift, S. (2016). The First Year Postgraduate Experience. In National Postgraduate Student Experience Symposium, Bond University, Gold Coast. 7-8 April 2016.
A1 - Des Hewett (Derby); Helen Taylor (Northumbria) and others: ‘Hearts and M...Mike Blamires
A1 - Des Hewett (Derby); Helen Taylor (Northumbria) and others: ‘Hearts and Minds’: Developing inclusion through initial teacher education - case studies in the use of the TDA primary undergraduate SEN/disability training materials and...
OER Panel Presentation by Dr Rory McGreal, Athabasca University for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
A Story of Ox Carts and Airplanes: Converging the Promise and Reality of eLea...alanwylie
Keynote presentation by Phil Ice, Ed.D. Associate VP, Research and Development, American Public University System for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Locating the student voice in the quality debatealanwylie
Quality panel presentation by Trish Andrews for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Staffing and Qualifications: A personal perspectivealanwylie
Anticipation the Future Panel presentation by Professor Graham Webb for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Anticipating the future: developing leaders, researchers and practitioners of...alanwylie
Anticipation the Future Introductory Panel presentation by Anne Forster for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Research at Athabasca University: Boxes, square pegs & round holesalanwylie
Anticipation the Future Panel presentation by Rory McGreal for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Distance Education in Aotearoa/New Zealand: Challenges and Opportunitiesalanwylie
The Australian Keynote presentation by Associate Professor Mark Brown, Director, Teaching, Learning & Distance Education for the DEHub/ODLAA 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Openness: A sociological, psychological, legal and technological movement.alanwylie
OER Panel Presentation by Professor Terry Anderson, Athabasca University, Canada for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER and associated practices – opportunities and challengesalanwylie
OER Panel Presentation by Professor Gráinne Conole, The Open University, UK for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER Panel Presentation by Dr Carina Bossu – DEHub, University of New England for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Presentation by Professor Sandra Wills, University of Wollongong for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
The Geography of Distance Education Research - Bibliographic Characteristics ...alanwylie
Keynote presentation by Olaf Zawacki-Richter, University of Oldenburg, Germany, Center for Lifelong Learning, Faculty of Educational and Social Sciences for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The distinctiveness of australian distance education – thealanwylie
The Australian and New Zealand Keynote Panel presentation by Emeritus Professor Bruce King for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OUA: Ongoing Online Evolution of Challenges and Opportunitiesalanwylie
The Australian and New Zealand Keynote Panel presentation by Dr Michael Crock, Executive Director, Academic Products & Services, Open Universities Australia (OUA) for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The opening address by Professor Denise Bradley, AC for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Home assignment II on Spectroscopy 2024 Answers.pdf
Reshaping distance education – returning the student to centre stage
1. DEHub SUMMIT 2011Reshaping distance educationreturning the student to centre stage Dr Barrie Todhunter University of Southern Queensland
2. Distance education Accidental academic – 30 years in industry This paper discusses results of a case study to develop guiding principles for DE for PG students in a coursework context (project management) Good question raised in morning - what is DE? Every student studies at a distance – always has, always will – the demarcation is blurred I have tried to tease out the real implications of DE I prefer ‘learning at a distance’ – that makes it about the student, not us
3. The bigger picture T.E. Jones’ (University of Queensland) principles for DE: work of external students should synchronise as closely as possible with that of internal students; External students should submit to the same examination tests as internal students, and receive identical credit; External students should receive as far as possible the same assistance as internal students; External and internal students should pay the same fees; External students should be able to sit for examinations at centres in rural areas(Roberts, 2000). When was this written?
4.
5. Six key dimensions of the learning experience Findings identified six key dimensions of the student learning experience for which there are implications at each of the 3 layers of Goodyear’s framework: Community building (across, down and up) Learner-centredness (student-focused in all aspects) Collaborative learning (reflecting the workplace) Situated learning (real world and authentic) Learning support (people and resources) Learning outcomes (attributes and evaluation)
7. Key recommendations for university administrators Distance education teaching and learning must be acknowledged as a core function of the University (teaching & learning is being pushed off centre stage) Constructive alignment must be achieved across all administrative and academic functions (more than lip service) Postgraduate teaching and learning at a distance must be recognised as a discrete component of teaching and learning (PG students are lost in the debate) Incorporate genuine openness and flexibility Staff must be adequately trained and resourced
8. Recommendations for teaching & learning Teaching and learning practices should evolve from the needs of a student-centred PG learning community Graduate attributes should be defined for postgraduate students – how are they different? Students should engage in interactive and collaborative learning tasks and activities Students should engage in situated learning, where tasks & activities take place in authentic project management contexts Deliver learning outcomes that are endorsed by all stakeholders in the project management programs
