Presentation given at the SUILCoP event on 29th April 2009. The presentation covers the BRUM project and re-usable learning objects in general. It also covers issues surrounding sharing learning material.
This document discusses the use of blended learning models in physical therapy education. It begins by defining blended learning and describing six primary blended learning models. It then discusses characteristics of successful online learners and teachers. The flipped classroom model is described, where students learn content online before class through videos and readings. The document identifies technical and pedagogical components needed to implement a flipped classroom successfully in physical therapy education. Benefits, risks, and challenges of this model are discussed. Examples of implementing blended learning at a physical therapy program are provided.
Designing activities for online learning pt 3Mark_Childs
This document discusses various methods for online assessment of student learning. It describes computer-based assessment such as quizzes and multiple choice questions, which can be easily set up and repeated by students. While effective for rote learning, they only test basic knowledge and some subjects require higher-level assessment. Assessing student artifacts like videos or blogs poses challenges around what is being assessed - content or form. Assessing online discussions can measure post numbers or better evaluate content, though reviewing all posts is laborious. Options include essays based on discussions or patchwork texts linking to original posts. The document also discusses nominal group activities to evaluate technology uses and priorities for implementing different assessment methods.
Designing activities for online learning pt 2Mark_Childs
This document discusses designing activities for online collaboration. It outlines Gilly Salmon's 5 stage model for online learning, including preliminary stages of access and socialization, and subject-specific stages of information exchange, knowledge construction, and development. It then provides a case study of online collaboration between students in structural engineering, architecture, and engineering project management. Key lessons from the case study include the importance of establishing trust online through social interaction, using different technologies suited to conveying information, convergence, and storing materials, and the need to design specific social activities to facilitate online relationships. The conclusion emphasizes that online collaboration can be effective for learning but requires a social aspect to maintain trust and communication.
Designing activities for online learningMark_Childs
This document discusses designing activities for online learning. It outlines five models of learning design: teaching approaches, experiential learning cycle, 5 stages model, and supporting online interaction. The experiential learning cycle places student activities at the core and forms a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Technology can support each stage, through simulations, videos, discussion boards, podcasts, and student-created artifacts. When designing activities, instructors should consider student preferences, demand for technology, and supporting reflection, conceptualization, and experimentation.
Podcasting for Teaching, Learning & Professional DevelopmentChatham University
Podcasting can be used for teaching, learning, and professional development. It allows creators to record audio and video files and share them over the internet for others to download and listen to anytime on mobile devices or computers. Podcasts are easy for creators to make and listeners to access, and they cover a wide variety of topics. While they do not require high-speed internet, credibility can be an issue since anyone can create one. Podcasting benefits include allowing the recording of lectures, interviews, and presentations for students to access flexibly. They can also support student projects, differentiation, and the development of skills like organization, writing, and public speaking.
This document provides an agenda for an online adjunct orientation covering:
- An introduction to the online meeting platform Wimba
- An overview of OTC and its online programs, policies, and resources including departments for online instructional development, media services, and online outreach.
- Information on course development and delivery reviews, faculty certification, master course shells, and instructor supports.
- Policies on proctoring, administrative withdrawal, the academic calendar, and resources for online instructors.
- Opportunities for breakout sessions by department and continuing education.
The document summarizes a collaborative workshop between faculty, librarians, and instructional technologists. It discusses introducing faculty to library and technology services to support effective assignment design. Presenters discussed assignments beyond research papers and using learning styles/technologies like websites and Voicethread. They covered databases, primary sources, citations, and Web 2.0 tools. Feedback indicated an overview of challenges and services was helpful but presenters could have been better prepared for questions and covered less information due to time constraints.
This document discusses the use of blended learning models in physical therapy education. It begins by defining blended learning and describing six primary blended learning models. It then discusses characteristics of successful online learners and teachers. The flipped classroom model is described, where students learn content online before class through videos and readings. The document identifies technical and pedagogical components needed to implement a flipped classroom successfully in physical therapy education. Benefits, risks, and challenges of this model are discussed. Examples of implementing blended learning at a physical therapy program are provided.
Designing activities for online learning pt 3Mark_Childs
This document discusses various methods for online assessment of student learning. It describes computer-based assessment such as quizzes and multiple choice questions, which can be easily set up and repeated by students. While effective for rote learning, they only test basic knowledge and some subjects require higher-level assessment. Assessing student artifacts like videos or blogs poses challenges around what is being assessed - content or form. Assessing online discussions can measure post numbers or better evaluate content, though reviewing all posts is laborious. Options include essays based on discussions or patchwork texts linking to original posts. The document also discusses nominal group activities to evaluate technology uses and priorities for implementing different assessment methods.
Designing activities for online learning pt 2Mark_Childs
This document discusses designing activities for online collaboration. It outlines Gilly Salmon's 5 stage model for online learning, including preliminary stages of access and socialization, and subject-specific stages of information exchange, knowledge construction, and development. It then provides a case study of online collaboration between students in structural engineering, architecture, and engineering project management. Key lessons from the case study include the importance of establishing trust online through social interaction, using different technologies suited to conveying information, convergence, and storing materials, and the need to design specific social activities to facilitate online relationships. The conclusion emphasizes that online collaboration can be effective for learning but requires a social aspect to maintain trust and communication.
Designing activities for online learningMark_Childs
This document discusses designing activities for online learning. It outlines five models of learning design: teaching approaches, experiential learning cycle, 5 stages model, and supporting online interaction. The experiential learning cycle places student activities at the core and forms a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Technology can support each stage, through simulations, videos, discussion boards, podcasts, and student-created artifacts. When designing activities, instructors should consider student preferences, demand for technology, and supporting reflection, conceptualization, and experimentation.
Podcasting for Teaching, Learning & Professional DevelopmentChatham University
Podcasting can be used for teaching, learning, and professional development. It allows creators to record audio and video files and share them over the internet for others to download and listen to anytime on mobile devices or computers. Podcasts are easy for creators to make and listeners to access, and they cover a wide variety of topics. While they do not require high-speed internet, credibility can be an issue since anyone can create one. Podcasting benefits include allowing the recording of lectures, interviews, and presentations for students to access flexibly. They can also support student projects, differentiation, and the development of skills like organization, writing, and public speaking.
This document provides an agenda for an online adjunct orientation covering:
- An introduction to the online meeting platform Wimba
- An overview of OTC and its online programs, policies, and resources including departments for online instructional development, media services, and online outreach.
- Information on course development and delivery reviews, faculty certification, master course shells, and instructor supports.
- Policies on proctoring, administrative withdrawal, the academic calendar, and resources for online instructors.
- Opportunities for breakout sessions by department and continuing education.
The document summarizes a collaborative workshop between faculty, librarians, and instructional technologists. It discusses introducing faculty to library and technology services to support effective assignment design. Presenters discussed assignments beyond research papers and using learning styles/technologies like websites and Voicethread. They covered databases, primary sources, citations, and Web 2.0 tools. Feedback indicated an overview of challenges and services was helpful but presenters could have been better prepared for questions and covered less information due to time constraints.
There are three main advantages to using technology in foreign language learning. First, technology provides students with online resources like streaming video, audio, and practice exercises that allow learning to take place anywhere and anytime. Second, technology reinforces the 5 C's of language learning by enabling communication, exploration of culture, making connections, comparing languages, and building communities. Third, technology makes the learning process teacher-friendly through features like online rosters and scripts, as well as student-friendly through collaboration tools and assessment with feedback.
The document discusses Sandra Chambers Gallipeau's co-op experience working in the Learning and Curriculum Support department at the University of Guelph Library. It provides an overview of her responsibilities, which included assisting with the Learning Objects Project Team. The rest of the document outlines best practices for developing learning objects, including following instructional design models, considering learning styles and standards, and ensuring objects are authentic and engaging for users. Evaluation of learning objects is also emphasized.
The document discusses planning for effective paraeducator staff development. It outlines several key considerations for planning training, including federal and state mandates, the number and needs of paraeducators, available resources, and time frames. It emphasizes the importance of training paraeducators on essential competencies and allowing opportunities for application, feedback, and support. Online training modules are recommended as they allow flexibility and just-in-time learning. A comprehensive needs assessment of paraeducators is crucial for informing the development and delivery of high-quality training.
Blending Formal & Informal Learning Using New Technologies in the WorkplaceButhaina AlOthman
The document summarizes a case study of a blended learning program for branch managers that utilized formal and informal learning approaches. The program went through several phases: needs assessment, setting objectives, program design including a syllabus and activities, and implementation using various technologies. It evaluated results and made recommendations. Barriers included buy-in from HR and IT challenges. The program promoted informal learning through activities like international conversations on Skype and simulations in a virtual classroom.
WebQuests - what are they and do we need them?Steve Evans
Webquests are inquiry-oriented activities where students interact with and learn from online resources. They were developed in 1995 to help teachers integrate the internet into learning. There are short-term webquests that focus on knowledge acquisition over 1-3 class periods, and longer-term webquests that extend knowledge over 1 week to 1 month. Effective webquests involve central questions, student roles, processing information, and feedback/evaluation.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Concordia University's Centre for Teaching and Learning Services (CTLS), November 12, 2007.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Concordia University's Centre for Teaching and Learning Services (CTLS), November 12, 2007.
Foregrounding inquiry based learning approaches in Foundation Year programmescilass.slideshare
A presentation delivered by Willy Kitchen at a Foundation Year Network Workshop: Developing the Independent Learner at Level 0, Manchester Metropolitan University 3rd July 2007
EDGE 2010 - Academic Blogging and Tweeting: Connecting People, Ideas and Rese...Michael Barbour
Barbour, M. K., Bullen, M., Kirby, D., & Stordy, M. (2010, October). Academic blogging and tweeting: Connecting people, ideas and research. An invited panel presentation at EDGE 2010: e-Learning – The Horizon And Beyond…, St. John’s, NL.
This document discusses strategies for independent learning with new technologies including being an early adopter and sharing knowledge and experiences with colleagues as well as developing external networks through social media and groups to stay up to date. It also lists meetings, publications, projects and volunteer opportunities as ways to promote the use of new technologies for learning.
The document discusses an anthropology professor's process of redesigning an in-person course to be offered fully online. It describes some of the challenges anticipated in moving from face-to-face lectures to a fully online format without lectures. The professor underwent a steep learning curve to become proficient with various online tools and designing interactive learning activities and assessments for students. Key concerns included whether students would feel isolated, engage with course materials, follow instructions, and achieve similar learning outcomes without in-person lectures.
This presentation was given by Rebecca Mogg, Senior Subject Librarian, Cardiff Universtiy at the CaRILLO event at the University of Birmingham, 3rd August 2010.
This presentation was given by Catherine Bruen, NDLR Manager, from Trinity College, Dublin at the CaRILLO event at the University of Birmingham, 3rd August 2010.
The document discusses findings from the LILAC 2009 symposium on sharing information literacy (IL) learning materials. It notes a lack of centralized access to high-quality IL learning objects and a need to reduce duplication of effort. The IL RLO Share wiki was created as an online community for discussing sharing, re-purposing, and improving the quality of IL learning materials. The document promotes uploading materials to repositories like JorumOpen and tagging them to help find relevant IL resources.
Surgeon Commander Prakash Sharma is a professor of surgery in the Indian Navy. He has over 23 years of experience as a general surgeon and 10 years of experience teaching surgery and practicing urology and renal transplantation. He is currently employed at the Indian Naval Hospital Ship Asvini in Mumbai, where his responsibilities include performing clinical duties, ensuring proper functioning of medical equipment, and providing training. He has published several papers in medical journals and presented at various conferences.
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
- An introduction to OER and the CoPILOT Committee which aims to promote international sharing of IL resources.
- Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources to the UNESCO platform and discussions.
- Outcomes of the CoPILOT project including members from 14 countries sharing resources and establishing the ongoing CoPILOT Committee to support UK librarians in openly sharing IL resources.
There are three main advantages to using technology in foreign language learning. First, technology provides students with online resources like streaming video, audio, and practice exercises that allow learning to take place anywhere and anytime. Second, technology reinforces the 5 C's of language learning by enabling communication, exploration of culture, making connections, comparing languages, and building communities. Third, technology makes the learning process teacher-friendly through features like online rosters and scripts, as well as student-friendly through collaboration tools and assessment with feedback.
The document discusses Sandra Chambers Gallipeau's co-op experience working in the Learning and Curriculum Support department at the University of Guelph Library. It provides an overview of her responsibilities, which included assisting with the Learning Objects Project Team. The rest of the document outlines best practices for developing learning objects, including following instructional design models, considering learning styles and standards, and ensuring objects are authentic and engaging for users. Evaluation of learning objects is also emphasized.
The document discusses planning for effective paraeducator staff development. It outlines several key considerations for planning training, including federal and state mandates, the number and needs of paraeducators, available resources, and time frames. It emphasizes the importance of training paraeducators on essential competencies and allowing opportunities for application, feedback, and support. Online training modules are recommended as they allow flexibility and just-in-time learning. A comprehensive needs assessment of paraeducators is crucial for informing the development and delivery of high-quality training.
Blending Formal & Informal Learning Using New Technologies in the WorkplaceButhaina AlOthman
The document summarizes a case study of a blended learning program for branch managers that utilized formal and informal learning approaches. The program went through several phases: needs assessment, setting objectives, program design including a syllabus and activities, and implementation using various technologies. It evaluated results and made recommendations. Barriers included buy-in from HR and IT challenges. The program promoted informal learning through activities like international conversations on Skype and simulations in a virtual classroom.
WebQuests - what are they and do we need them?Steve Evans
Webquests are inquiry-oriented activities where students interact with and learn from online resources. They were developed in 1995 to help teachers integrate the internet into learning. There are short-term webquests that focus on knowledge acquisition over 1-3 class periods, and longer-term webquests that extend knowledge over 1 week to 1 month. Effective webquests involve central questions, student roles, processing information, and feedback/evaluation.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Concordia University's Centre for Teaching and Learning Services (CTLS), November 12, 2007.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Concordia University's Centre for Teaching and Learning Services (CTLS), November 12, 2007.
Foregrounding inquiry based learning approaches in Foundation Year programmescilass.slideshare
A presentation delivered by Willy Kitchen at a Foundation Year Network Workshop: Developing the Independent Learner at Level 0, Manchester Metropolitan University 3rd July 2007
EDGE 2010 - Academic Blogging and Tweeting: Connecting People, Ideas and Rese...Michael Barbour
Barbour, M. K., Bullen, M., Kirby, D., & Stordy, M. (2010, October). Academic blogging and tweeting: Connecting people, ideas and research. An invited panel presentation at EDGE 2010: e-Learning – The Horizon And Beyond…, St. John’s, NL.
This document discusses strategies for independent learning with new technologies including being an early adopter and sharing knowledge and experiences with colleagues as well as developing external networks through social media and groups to stay up to date. It also lists meetings, publications, projects and volunteer opportunities as ways to promote the use of new technologies for learning.
The document discusses an anthropology professor's process of redesigning an in-person course to be offered fully online. It describes some of the challenges anticipated in moving from face-to-face lectures to a fully online format without lectures. The professor underwent a steep learning curve to become proficient with various online tools and designing interactive learning activities and assessments for students. Key concerns included whether students would feel isolated, engage with course materials, follow instructions, and achieve similar learning outcomes without in-person lectures.
This presentation was given by Rebecca Mogg, Senior Subject Librarian, Cardiff Universtiy at the CaRILLO event at the University of Birmingham, 3rd August 2010.
This presentation was given by Catherine Bruen, NDLR Manager, from Trinity College, Dublin at the CaRILLO event at the University of Birmingham, 3rd August 2010.
The document discusses findings from the LILAC 2009 symposium on sharing information literacy (IL) learning materials. It notes a lack of centralized access to high-quality IL learning objects and a need to reduce duplication of effort. The IL RLO Share wiki was created as an online community for discussing sharing, re-purposing, and improving the quality of IL learning materials. The document promotes uploading materials to repositories like JorumOpen and tagging them to help find relevant IL resources.
Surgeon Commander Prakash Sharma is a professor of surgery in the Indian Navy. He has over 23 years of experience as a general surgeon and 10 years of experience teaching surgery and practicing urology and renal transplantation. He is currently employed at the Indian Naval Hospital Ship Asvini in Mumbai, where his responsibilities include performing clinical duties, ensuring proper functioning of medical equipment, and providing training. He has published several papers in medical journals and presented at various conferences.
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
- An introduction to OER and the CoPILOT Committee which aims to promote international sharing of IL resources.
- Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources to the UNESCO platform and discussions.
- Outcomes of the CoPILOT project including members from 14 countries sharing resources and establishing the ongoing CoPILOT Committee to support UK librarians in openly sharing IL resources.
This randomized clinical trial compared the effectiveness of dental sealants and fluoride varnish in preventing occlusal caries in permanent first molars over nine years. 120 children with healthy molars were assigned to control, sealant, or varnish groups. After four years, caries incidence was 63.6% in controls, 15.0% with sealants (65.4% reduction), and 35.7% with varnish (27.3% reduction). After nine years including five years of discontinuation, caries incidence was 76.7% in controls, 26.6% with sealants, and 55.8% with varnish. Sealants provided significantly greater and longer-lasting caries prevention than
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Black and Ethnic Minority materials for the Instituteatomicjeep
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
Developing Black and Ethnic Minority materials for the Institutepaulhart
This is the presentation used on 21/03/06 for our initial meeting. It briefly introduces the project aims, The Learning Exchange, he different RLO types and includes some suggestions on RLOs.
The document summarizes a presentation about innovations in learning and teaching given by Gráinne Conole at the International Arab Conference of e-technology in Kuwait. The presentation discusses how new technologies and the changing nature of learners requires new approaches to designing education. It provides an overview of tools like Web 2.0, open educational resources, and learning design initiatives at the Open University UK to design more interactive, collaborative and personalized learning experiences that develop important digital literacy skills.
Semantic Technologies in Learning Environments -Promises and Challenges-Dragan Gasevic
The document discusses the promises and challenges of semantic technologies in learning environments. It describes how semantics can improve search, reusability, and provide richer metadata for learning objects. However, challenges remain in ontology development, integrating different approaches, motivating contribution from students, and addressing usability and privacy concerns in personalized learning systems.
Semantic Technologies in Learning Environments -Promises and Challenges-Dragan Gasevic
The document discusses the promises and challenges of semantic technologies in learning environments. It describes how semantics can improve search, reusability, and provide richer metadata for learning objects. However, challenges remain in ontology development, integrating different approaches, motivating contribution from students, and addressing usability and privacy concerns in personalized learning systems.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
C-SAP e-learning forum: Overview of Open Educational Resources projectCSAPSubjectCentre
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
This document discusses creating a compelling learning experience through personalized and data-driven education. The goals are to improve student outcomes, understand individual learners, develop evidence-based models of learning, and create a personalized learning environment. Two learners, Dorothy and Frank, are presented as examples of how experiences should be tailored. Challenges of the approach are discussed, as well as building a flexible platform to deliver personalized guidance and continuous improvement based on learner data. The status is that research is ongoing into building such a system based on learner-centric principles.
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
The document discusses possibilities for using educational technology in higher education. It begins by outlining objectives of providing a conceptual framework, exposing educators to a range of technologies, and facilitating reflection on appropriate uses. It then cautions that technology alone will not solve problems and must be driven by good educational design. Several challenges for educators are discussed, such as how students can read materials, explore their discipline, engage in learning conversations, practice skills, and produce work. A variety of technology-enabled solutions are presented for each challenge, such as using audio/video, online discussions, simulations, and specialist software. Online learning environments and concerns around bandwidth constraints are also addressed.
The document discusses the use of electronic portfolios to support learning. It touches on personal development planning, assessment for learning, and reflective learning. Various aims of e-portfolios are mentioned, such as encouraging student-tutor contact and active learning. The challenges and benefits of e-portfolios are also examined based on learner feedback.
Open Educational Resources (OER) are teaching and learning assets from around the world that are free to use, edit, and share. Driven by implementation of new state learning standards, interest in OER are high as educators reassess their instructional materials. They have the potential to engage teachers more fully in curricula, allowing them to adapt content to their students’ needs.
In this session, OSPI’s OER project will identify strategies for parents to also take advantage of OER, giving them the opportunity to do what they do best—curate quality educational resources and leverage them to assist their children. This session will highlight how parents use OER effectively. This includes:
1. Showing kids how to access online images, music, and articles for reports without violating copyright
2. Providing access to targeted homework help
3. Locating sites that offer resources that engage kids and supplement the school experience
4. Exploring sites that offer full-course instructional materials
We’ll also discuss OSPI’s OER Project and how it is helping teachers locate and review exemplary open resources.
Visit http://digitallearning.k12.wa.us/oer/ for more information about the OER project. Barbara Soots; OSPI (OER)
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.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.
1. Designing RLOs for Information Literacy: The BRUM Project Nancy Graham April 2009
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5. What we did 15 RLOs 3 x Captivate demos 3 x Turning Point quizzes 3 x audio guides 3 x audio/visual recordings 3 x Choose your own Adventure PowerPoint
10. “ I’ve been thinking for ages about how to get the best out of eLibrary and now I’ve seen these RLOs, I’ve learnt loads.” “ if it wasn’t for this meeting today I would never have found these, and wouldn’t have even imagined that this type of thing existed.” “ these need more promotion”
25. Design attributes of RLOs Can be aggregated Re-usable and re-purposable Self-paced, interactive Self-contained Flexible use RLOs
26. Attributes that appeal to students “ Mash ups” Re-usable and re-purposable Self-paced, interactive Embeddable Accessibility – want to log on anytime, anywhere Students