Blackboard Federal Learning Solutions, best practices, Federal Strategies Workshop, 04/10/13
Jennifer Roth
Sr. Regional Sales Executive
Blackboard Professional Education
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document discusses blended learning, which combines different modes of delivery, teaching models, and learning styles in an interactive environment. It notes blended learning works best according to early adopters. Blended learning offers advantages like active learning, opportunities for together and apart learning, and enhanced individualization. It is a natural choice for training companies and emerging in higher education. Advances in technology will impact blended learning through augmented reality, social, virtual worlds, mobile and telepresence. Blended learning has transformed learning delivery and brought institutional transformation.
Leveraging LMS for Blended Learning - The Asian PerspectiveUpsideLMS
Blended Learning allows organisations to mix different teaching materials and tools to provide a well rounded and integrated learning experience. View this presentation and discover the untapped potential of managing blended learning through an LMS.
The document outlines a pilot project to create a flexible eLearning network in New Zealand using the Moodle learning management system. Six New Zealand Diploma in Business courses will be offered across multiple institutions on a shared Moodle platform to identify issues and design solutions. The objectives are to provide wider access to education, share costs and resources, and establish if collaboration can lead to more sustainable programs. An action plan and timeline are provided along with potential roles, issues, and future work.
This document discusses two models for sharing Moodle sites: 1) A single shared site called Learning on the Loop that hosts multiple schools. 2) Moodle Networking (Mnet) used by NMIT Online which networks multiple Moodle/Mahara sites. It then provides more details on Learning on the Loop including usage policies, course enrolments, and issues. It also discusses NMIT Online and how Mnet allows sites to share users while controlling access. Finally, it acknowledges contributions to improving Mnet and possible future developments.
This document presents a SWOT analysis of a learning management system (LMS). The key strengths are that LMSs are well-established, provide centralized management of online and offline training, and can integrate with other systems. However, weaknesses include a focus on control over learner experience, outdated interfaces, and lack of standards. Opportunities exist to make LMSs more learner-centric and incorporate social/informal learning and talent management. Threats include slow response to changing needs and potential competition from social networking tools.
Traditional training models have several challenges, including dependency on trainers, limited interaction and participation tracking, lost productivity, and high costs for training many participants. The new UniWeb platform focuses on centralized content that can be accessed anytime by large numbers of geographically dispersed participants online. UniWeb allows companies to create interactive multimedia training content once and reuse it endlessly while tracking individual progress and participation. This approach lowers costs while improving training quality, consistency, and accessibility compared to traditional trainer-led models.
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document discusses blended learning, which combines different modes of delivery, teaching models, and learning styles in an interactive environment. It notes blended learning works best according to early adopters. Blended learning offers advantages like active learning, opportunities for together and apart learning, and enhanced individualization. It is a natural choice for training companies and emerging in higher education. Advances in technology will impact blended learning through augmented reality, social, virtual worlds, mobile and telepresence. Blended learning has transformed learning delivery and brought institutional transformation.
Leveraging LMS for Blended Learning - The Asian PerspectiveUpsideLMS
Blended Learning allows organisations to mix different teaching materials and tools to provide a well rounded and integrated learning experience. View this presentation and discover the untapped potential of managing blended learning through an LMS.
The document outlines a pilot project to create a flexible eLearning network in New Zealand using the Moodle learning management system. Six New Zealand Diploma in Business courses will be offered across multiple institutions on a shared Moodle platform to identify issues and design solutions. The objectives are to provide wider access to education, share costs and resources, and establish if collaboration can lead to more sustainable programs. An action plan and timeline are provided along with potential roles, issues, and future work.
This document discusses two models for sharing Moodle sites: 1) A single shared site called Learning on the Loop that hosts multiple schools. 2) Moodle Networking (Mnet) used by NMIT Online which networks multiple Moodle/Mahara sites. It then provides more details on Learning on the Loop including usage policies, course enrolments, and issues. It also discusses NMIT Online and how Mnet allows sites to share users while controlling access. Finally, it acknowledges contributions to improving Mnet and possible future developments.
This document presents a SWOT analysis of a learning management system (LMS). The key strengths are that LMSs are well-established, provide centralized management of online and offline training, and can integrate with other systems. However, weaknesses include a focus on control over learner experience, outdated interfaces, and lack of standards. Opportunities exist to make LMSs more learner-centric and incorporate social/informal learning and talent management. Threats include slow response to changing needs and potential competition from social networking tools.
Traditional training models have several challenges, including dependency on trainers, limited interaction and participation tracking, lost productivity, and high costs for training many participants. The new UniWeb platform focuses on centralized content that can be accessed anytime by large numbers of geographically dispersed participants online. UniWeb allows companies to create interactive multimedia training content once and reuse it endlessly while tracking individual progress and participation. This approach lowers costs while improving training quality, consistency, and accessibility compared to traditional trainer-led models.
This document discusses NMIT's implementation of individual learning plans (ILPs) using Moodle. It provides details on NMIT's goals of having 80% of full-time learners develop ILPs by 2011. The ILPs are meant to help learners set goals and track their progress with the help of learning coaches. The document also outlines the roles and controls in place for learners, teachers, and coaches to access and utilize the ILP system. Initial progress results are shared, with over 1200 learners completing assessments and over 400 creating targets and reflections so far. Remaining issues are identified such as staff and student perceptions of ILPs and integrating ILP data with other systems.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
This document discusses building the capacity of staff at African higher education institutions to support online learners. It recommends a professional development approach using internal training, innovators, certification, and peer support. A staged process provides initial training on online learning principles and technologies. The results were that academics acquired foundational online teaching skills and realized their roles would shift from transmitting knowledge to facilitating active learning. The impact was enabling institutions to plan online implementations and develop roadmaps for building broader capacity.
- The document discusses Walnut Valley Unified School District's implementation of the Blackboard Learn platform to provide integrated online learning, professional development for teachers, and increased communication and parent involvement.
- The objectives are to increase access to learning, support online courses and collaboration, provide professional development, and create a central portal for information.
- Implementation began in 2007 with a starter edition and has expanded with new purchases, upgrades, and the formation of an advisory group to develop training and customize the platform for the district.
- Success requires dedicated staff, a clear timeline, communication of goals, relevant content, and ongoing evaluation.
The document outlines 5 reasons why now is the right time to move learning to the cloud: flexibility and scalability, reliability, innovation and change management, ability to handle big data, and Blackboard's cloud architecture. It discusses how the cloud provides flexibility to quickly scale resources up or down, reliability through redundancy and self-healing environments, and supports innovation through continuous updates and integration. Blackboard's cloud architecture allows for scaling to meet demand, content delivery through networks, automated updates and testing for quality and reliability.
Leveraging LMS for Managing Blended Learning - The Indian Perspective UpsideLMS
The document discusses blended learning and how to leverage learning management systems (LMS) for blended learning programs. It provides an overview of blended learning, outlining its key components like self-paced eLearning, face-to-face training, mobile learning, social learning, and virtual classroom training. It also discusses challenges in implementing blended learning and tips for using an LMS to manage blended learning programs, including effective resource management, leveraging learner interaction, training activity management, and centralized administration. The document aims to demonstrate how an LMS can help organizations address their blended learning needs.
Moving Face-to-face Professional Development Online: Blackboard Client Spotli...Blackboard
Districts across the nation are looking for new models to deliver ongoing, job-embedded and relevant professional development opportunities in a cost-effective manner.
Learn from the Schultz Center, a non-profit organization supporting the professional development needs of 5 Northeast Florida districts including Duval County, about the challenges, successes and lessons learned when moving face to face professional learning to an online environment. Paty Savage, Director of Instructional Technology, shares how Schultz Center has managed to transition professional learning activities into an online environment while keeping them aligned with national standards and maintaining their rigor and relevance.
Also explored is how districts can expand professional learning opportunities and nurture powerful educator communities in a cost-effective manner using Blackboard solutions.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
How can e-Learning allow BBS to offer our students more?arospigliosi
This presentation discusses how BBS, a business school, can use e-learning to offer more opportunities to students. It summarizes current e-learning practices among colleagues and how BBS might advance its use of e-learning in teaching, learning, and assessment. A survey of BBS module leaders found that most currently use the student portal for administrative information or basic course materials, but few utilize interactive features. The presentation explores flexible and distributed learning models and practical applications of e-learning at BBS, such as online discussions, assignments, substituting lectures with multimedia, and using online resources to update case studies.
The document discusses a project to develop a web-based ePortfolio interface to accredit prior learning at the University of Wolverhampton. The project aimed to standardize the accreditation process, reduce staff time costs, and provide students with an online space to evidence their prior learning. The project team chose an ePortfolio platform and conducted pilots with academic staff and students. The resulting product provided applicants and institutions a standardized process to submit and review prior learning for accreditation. Next steps discussed expanding the tool's use and linking it with course learning outcomes and other universities.
Bowling Green State University developed an effective online faculty development program over several years:
1) They established an academically-driven distance learning operation and sought low-hanging fruit programs to start.
2) Their faculty development goals included modeling the online student experience, differentiating course goals, and promoting pedagogical instruction over just technology training.
3) They offered incentives for faculty to participate, including payments for course development and teaching, and saw effects like growing partnerships with other colleges.
Ongoing challenges included maintaining current technologies, encouraging refreshed training, and addressing budget issues.
The ENHANCE project aimed to enhance the application of JISC outputs at UWIC. It sought to improve staff skills for technology enhanced learning and encourage use of new technologies. UWIC's Cardiff School of Management requires undergraduate students to complete work placements and maintain a reflective log of their experiences. Initially, an e-portfolio tool called Expo was used, but it had limitations. The ePPSME model was designed as a solution. It uses PebblePad webfolios to provide context-sensitive learning content, blogs, and an all-in-one learning platform to better support students during work placements. Feedback found that the ePPSME model increases engagement and helps students develop reflection skills.
The document discusses challenges related to adopting and implementing e-learning programs. It identifies challenges that can arise before adoption, such as ensuring e-learning aligns with institutional goals and assessing infrastructure requirements. Post-adoption challenges include managing online platforms and content, facilitating collaboration across time zones, and integrating new technologies and content into courses over time. The document advocates learning from experiences to help address future challenges in areas like knowledge sharing and facilitating social learning online.
Blended learning experiences – A case in Hong Kongpaula hodgson
This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.
This document discusses Carrollton-Farmers Branch ISD's efforts to enhance existing online and traditional curriculums to better meet the needs of K-12 learners. It outlines how the district has embraced online technology as a tool to support student achievement by integrating teaching strategies with new technologies. The district provides online courses and tools to extend learning beyond the classroom using its virtual campus platform Moodle. It details the district's process of enhancing online courses, training teachers on Moodle, and its goal of having all teachers make their course resources available online to increase learning opportunities for students.
Steve Wileman - Smart Assessor - Developments in digital learning technology ...Arkin Buhara
The document discusses using technology like online meeting spaces to provide cost-effective workforce training and development amid tight budgets. It notes that tools like Bring Your Own Device (BYOD) policies, social media integration, and cloud-based solutions can help harness digital learning technologies while cutting costs on hardware, software, and travel. Online meeting spaces allow for remote collaboration, CPD delivery across campuses, and reusing video sessions for online lessons to engage learners.
Efficiency Meets Education: How E-Learning Software Development Services Tran...charlottewatson39
Elevate education's efficiency with 'Efficiency Meets Education: How E-Learning Software Development Services Transform Learning.' Explore how these services customize content, provide engaging experiences, and offer real-time assessments, fostering anytime, anywhere learning. Witness the convergence of technology and education, reshaping the learning landscape for enhanced accessibility and engagement.
Revolutionizing Education: Exploring E-Learning Software Development Servicescharlottewatson39
Revolutionizing Education: Explore E-Learning Software Development Services, reshaping learning experiences. Discover how innovative technologies are transforming education delivery, fostering engagement, and enabling personalized learning. Dive into the future of learning with tailored e-learning solutions designed to meet evolving educational needs.
This document discusses NMIT's implementation of individual learning plans (ILPs) using Moodle. It provides details on NMIT's goals of having 80% of full-time learners develop ILPs by 2011. The ILPs are meant to help learners set goals and track their progress with the help of learning coaches. The document also outlines the roles and controls in place for learners, teachers, and coaches to access and utilize the ILP system. Initial progress results are shared, with over 1200 learners completing assessments and over 400 creating targets and reflections so far. Remaining issues are identified such as staff and student perceptions of ILPs and integrating ILP data with other systems.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
This document discusses building the capacity of staff at African higher education institutions to support online learners. It recommends a professional development approach using internal training, innovators, certification, and peer support. A staged process provides initial training on online learning principles and technologies. The results were that academics acquired foundational online teaching skills and realized their roles would shift from transmitting knowledge to facilitating active learning. The impact was enabling institutions to plan online implementations and develop roadmaps for building broader capacity.
- The document discusses Walnut Valley Unified School District's implementation of the Blackboard Learn platform to provide integrated online learning, professional development for teachers, and increased communication and parent involvement.
- The objectives are to increase access to learning, support online courses and collaboration, provide professional development, and create a central portal for information.
- Implementation began in 2007 with a starter edition and has expanded with new purchases, upgrades, and the formation of an advisory group to develop training and customize the platform for the district.
- Success requires dedicated staff, a clear timeline, communication of goals, relevant content, and ongoing evaluation.
The document outlines 5 reasons why now is the right time to move learning to the cloud: flexibility and scalability, reliability, innovation and change management, ability to handle big data, and Blackboard's cloud architecture. It discusses how the cloud provides flexibility to quickly scale resources up or down, reliability through redundancy and self-healing environments, and supports innovation through continuous updates and integration. Blackboard's cloud architecture allows for scaling to meet demand, content delivery through networks, automated updates and testing for quality and reliability.
Leveraging LMS for Managing Blended Learning - The Indian Perspective UpsideLMS
The document discusses blended learning and how to leverage learning management systems (LMS) for blended learning programs. It provides an overview of blended learning, outlining its key components like self-paced eLearning, face-to-face training, mobile learning, social learning, and virtual classroom training. It also discusses challenges in implementing blended learning and tips for using an LMS to manage blended learning programs, including effective resource management, leveraging learner interaction, training activity management, and centralized administration. The document aims to demonstrate how an LMS can help organizations address their blended learning needs.
Moving Face-to-face Professional Development Online: Blackboard Client Spotli...Blackboard
Districts across the nation are looking for new models to deliver ongoing, job-embedded and relevant professional development opportunities in a cost-effective manner.
Learn from the Schultz Center, a non-profit organization supporting the professional development needs of 5 Northeast Florida districts including Duval County, about the challenges, successes and lessons learned when moving face to face professional learning to an online environment. Paty Savage, Director of Instructional Technology, shares how Schultz Center has managed to transition professional learning activities into an online environment while keeping them aligned with national standards and maintaining their rigor and relevance.
Also explored is how districts can expand professional learning opportunities and nurture powerful educator communities in a cost-effective manner using Blackboard solutions.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
How can e-Learning allow BBS to offer our students more?arospigliosi
This presentation discusses how BBS, a business school, can use e-learning to offer more opportunities to students. It summarizes current e-learning practices among colleagues and how BBS might advance its use of e-learning in teaching, learning, and assessment. A survey of BBS module leaders found that most currently use the student portal for administrative information or basic course materials, but few utilize interactive features. The presentation explores flexible and distributed learning models and practical applications of e-learning at BBS, such as online discussions, assignments, substituting lectures with multimedia, and using online resources to update case studies.
The document discusses a project to develop a web-based ePortfolio interface to accredit prior learning at the University of Wolverhampton. The project aimed to standardize the accreditation process, reduce staff time costs, and provide students with an online space to evidence their prior learning. The project team chose an ePortfolio platform and conducted pilots with academic staff and students. The resulting product provided applicants and institutions a standardized process to submit and review prior learning for accreditation. Next steps discussed expanding the tool's use and linking it with course learning outcomes and other universities.
Bowling Green State University developed an effective online faculty development program over several years:
1) They established an academically-driven distance learning operation and sought low-hanging fruit programs to start.
2) Their faculty development goals included modeling the online student experience, differentiating course goals, and promoting pedagogical instruction over just technology training.
3) They offered incentives for faculty to participate, including payments for course development and teaching, and saw effects like growing partnerships with other colleges.
Ongoing challenges included maintaining current technologies, encouraging refreshed training, and addressing budget issues.
The ENHANCE project aimed to enhance the application of JISC outputs at UWIC. It sought to improve staff skills for technology enhanced learning and encourage use of new technologies. UWIC's Cardiff School of Management requires undergraduate students to complete work placements and maintain a reflective log of their experiences. Initially, an e-portfolio tool called Expo was used, but it had limitations. The ePPSME model was designed as a solution. It uses PebblePad webfolios to provide context-sensitive learning content, blogs, and an all-in-one learning platform to better support students during work placements. Feedback found that the ePPSME model increases engagement and helps students develop reflection skills.
The document discusses challenges related to adopting and implementing e-learning programs. It identifies challenges that can arise before adoption, such as ensuring e-learning aligns with institutional goals and assessing infrastructure requirements. Post-adoption challenges include managing online platforms and content, facilitating collaboration across time zones, and integrating new technologies and content into courses over time. The document advocates learning from experiences to help address future challenges in areas like knowledge sharing and facilitating social learning online.
Blended learning experiences – A case in Hong Kongpaula hodgson
This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.
This document discusses Carrollton-Farmers Branch ISD's efforts to enhance existing online and traditional curriculums to better meet the needs of K-12 learners. It outlines how the district has embraced online technology as a tool to support student achievement by integrating teaching strategies with new technologies. The district provides online courses and tools to extend learning beyond the classroom using its virtual campus platform Moodle. It details the district's process of enhancing online courses, training teachers on Moodle, and its goal of having all teachers make their course resources available online to increase learning opportunities for students.
Steve Wileman - Smart Assessor - Developments in digital learning technology ...Arkin Buhara
The document discusses using technology like online meeting spaces to provide cost-effective workforce training and development amid tight budgets. It notes that tools like Bring Your Own Device (BYOD) policies, social media integration, and cloud-based solutions can help harness digital learning technologies while cutting costs on hardware, software, and travel. Online meeting spaces allow for remote collaboration, CPD delivery across campuses, and reusing video sessions for online lessons to engage learners.
Efficiency Meets Education: How E-Learning Software Development Services Tran...charlottewatson39
Elevate education's efficiency with 'Efficiency Meets Education: How E-Learning Software Development Services Transform Learning.' Explore how these services customize content, provide engaging experiences, and offer real-time assessments, fostering anytime, anywhere learning. Witness the convergence of technology and education, reshaping the learning landscape for enhanced accessibility and engagement.
Revolutionizing Education: Exploring E-Learning Software Development Servicescharlottewatson39
Revolutionizing Education: Explore E-Learning Software Development Services, reshaping learning experiences. Discover how innovative technologies are transforming education delivery, fostering engagement, and enabling personalized learning. Dive into the future of learning with tailored e-learning solutions designed to meet evolving educational needs.
What are Online Teaching Platforms and Their Features & Benefits? | ProcturNitishGarg71
Online teaching platforms have evolved to provide a wide range of features to facilitate effective and engaging virtual learning experiences. While the specific features can vary from platform to platform,
Online teaching platforms offer a range of benefits for both educators and learners, making education more accessible, flexible, and interactive. For more, visit us - www.proctur.com
Bowling Green State University developed an effective online faculty development program over many years. Key aspects included establishing an academically driven distance learning operation, identifying low hanging fruit programs, cultivating collaborative relationships, and providing incentives for faculty participation and online course development. The primary goals of BGSU's faculty development were to model the online instructor role, differentiate course goals, promote pedagogical instruction, and address strategies for online interaction and assessment. BGSU provided financial incentives for course development and teaching that helped grow their online program.
This document discusses eLearning and its implementation in organizations. It provides an overview of eLearning, noting that it enhances organizational learning but is not a substitute for classroom training. It then lists some benefits of eLearning such as reducing costs and increasing access and flexibility. The document discusses factors to consider in implementation like leadership support and user preparedness. It analyzes options for implementation, including building an in-house system or leasing, noting benefits and challenges of each. Recommendations are provided along with basic features of a learning management system and questions to assess organizational readiness.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
How to Create a Successful Blended Learning ProgramLorna Keane
Implementing a successful blended learning program begins with finding the right resources. Using an all-in-one learning system makes it easy to blend, flip, or tilt your classroom in a few simple steps. In this presentation, we look at what blended learning is, why so many educators are making the move to blended learning environments, and what it takes to make them succeed.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Syed Basha
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
This training manual provides an overview of a 3-day training course to prepare facilitators for distance learning. The training will cover establishing an online presence, communication skills, organization, and engagement strategies. It will also review theories of distance learning and technologies for collaboration. Participants will learn about facilitating synchronous vs. asynchronous environments and managing issues. By completing the training, facilitators will be assessed on their ability to effectively facilitate a distance learning course.
This document outlines a 3-day training manual for facilitators of online education. The training will cover establishing an online presence, managing an online classroom, engaging learners, and using various technologies and platforms. Trainees will learn communication strategies, create rules and expectations, design instruction, and provide feedback. The training will assess facilitation skills and evaluate effectiveness. Mentoring, faculty development, and resolving technology issues are also addressed.
This document discusses a blended learning program for a Professional Development Award (PDA) in project management at Forth Valley College. The program aims to maximize inclusion and learner engagement through a combination of asynchronous and synchronous online learning. It uses three e-learning platforms: Moodle for asynchronous resources and activities, Blackboard Collaborate for live workshops, and an e-portfolio for student profiles and collaboration. The program provides vocational skills that can be applied directly to students' real work projects. Evaluations found high levels of output and that the blended approach helped establish online learning standards at the college.
E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led
Blessings Inc. is an education technology company that has been operating since 2005. It offers over 100 online courses related to vocational skills, IT, and other topics. The company is managed by education industry professionals with over 100 combined years of experience. Blessings Inc. aims to provide quality education to youth globally using e-learning tools and a blended learning approach combining online courseware with in-person teacher instruction.
Making the business case for digital health: Cost ModelsJSI
This document contains summaries from several presentations on using digital technologies and blended learning approaches for training frontline health workers.
The first presentation provides an overview of Jhpiego's work developing eLearning solutions in countries like Ghana, Zambia, and elsewhere. The second discusses adapting an existing cost model to analyze the costs and potential savings of a blended learning approach for training community health workers in Nigeria. The third outlines plans to demonstrate an open-source digital education platform for training community health extension workers in Uganda, including developing content and evaluating the costs and benefits compared to traditional training methods.
The document discusses the University of Reading's process for rolling over courses from one academic year to the next in their learning management system, Blackboard. It describes how the university surveyed staff about the existing rollover process, identified areas for improvement, and tested changes like allowing staff to opt out of certain parts of rollover. The updated process received positive feedback from most staff and helped the university better understand users' needs.
Innovating Through Technology During Challenging Economic Timesggangireddy
The presentation discusses the FAA's implementation of the learning management system Blackboard to provide online training. It overviews Blackboard's features and benefits, including cost savings, continuous learning, and ease of use. It details the FAA-wide rollout involving 10,000 users annually, integration with other systems, and development of policies and standards to govern Blackboard use. The goal is to supplement existing training tools with an enhanced online learning experience.
The document provides tips for creating an inviting online learning space by discussing how to create a pleasant atmosphere, welcome learners, help learners connect, provide a variety of activities, and present content creatively using techniques such as course banners, menus, photo rosters, blogs, wikis, and web 2.0 tools. The document also includes references and contact information for additional resources.
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
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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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This 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.
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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.
2. 2
Major Benefits of the Blackboard Learning Solution
• As a credible, high quality substitute for a classroom learning event
• As a means of conducting required and critical training without the
expense of travel, lodging, or per diem
• As a means of saving significant taxpayer funds
• A system which can track and report training events back to the
agency LMS and collect data for the required annual training needs
survey (i.e. Workforce Flexibility Act of 2004)
• The Blackboard platform complements existing LMS systems and is
able to reach more employees with deeper and richer content through
instructor-led courses
• Existing funding for classroom courses can be redirected for
Blackboard delivery with significant cost savings
7. 7
With Built-in Synchronous Collaboration
web
conferencing
Virtual
classes, webinars,
professional
development, blen
ded learning
enterprise
instant
messaging
Impromptu
meetings, one-to-
one collaboration,
student help and
services
voice
authoring
Personalized
coaching,
Facilitation, voice
feedback
mobile
collaboration
Live participation
in classes &
meetings on a
mobile device –
3G and Wi-Fi
10. 10
Classroom training Administrative LMS
Solution: a continuous virtual training platform with synchronous and
asynchronous capabilities
Simulates the classroom experience at reduced cost
Interactive online tools foster collaboration, engagement, and
social learning
Replaced classroom training events @ est cost of $80,000/course
Additional savings realized in areas of decreased content
production time, decreased content distribution costs, and
decreased time spent on course revisions
The “gap” is effectively filled
Challenge: Reduce or eliminate travel / reduce costs but
keep interactivity and learning outcomes high
11. 11
Challenge: Needed a cost effective training delivery
strategy for residence based program and global
employees
• Training team’s responsibilities expanded from residence based
Academy to worldwide employees – started with Pilot of Blackboard
• Beyond WBT - needed flexibility, collaboration, and interactivity to
support learners in residence and at a distance
• All pre and post work on Blackboard – fosters continuity between in
person training, increases access to information, increases adoption
– “Everyone shows up prepared”
– Access to online instruction saves the time and expense that
would be required if face-to-face classroom instruction was the
only option
– Central repository for content provides easy access to and
management of training content
12. 12
• Field based employees – continuously changing regulations and
guidelines > 65 courses offered annually
• Ease of Access ~ Consistency of Message ~ Team and Individual
Learning ~ Blended Experience
• RESULTS
• Reduced Travel Costs ($1,000,000)
• Increased Surveyor Productivity
• Increased course volume (increase of 56% year over year)
• Increased # of surveyors through training (1,200 in first year)
Challenge – Train a team spread over 12 time zones –
ensure consistent, high quality experience
13. 13
• How do we in training and development
respond?
• Can we leverage new technologies to reinvent
training delivery to make it more relevant and
impactful?
• What ideas has this workshop provided for you
and for your agency
• Consider identifying 3-5 classroom courses –
launch a pilot on Blackboard
How Do We Adapt:
14. 14
THANK YOU for joining us today!
Contact information:
Jenny Roth
jennifer.roth@blackboard.com
703-395-6436
Editor's Notes
The People tool is the access point for your academic network. From here you can search for users, within your institution or across institutions. You can also manage your own academic networks. For each institution, you’ll be able to see the rosters of your courses and your organizations. Additionally, you’ll be able to see all the members of the Social Learning Spaces you belong to, and any individual connections you made by following other Blackboard Social users.
We also work with a number of large Federal agencies – and one in particular has a heavy focus on medical training.They were faced with a challenge of greatly reduced travel budgets- but a need for continuous training of a geographically disbursed employee population.Their traditional training methods were a combination of face to face classroom and self paced elearning delivered out of their administrative LMS – they had a huge gap that needed to be filled – a need to move training online to reach more employees – especially those in more remote areas- and a need for a very interactive type of training delivery because the subject matter is complex and subjective.Through the implementation of our solution they’ve been able to effectively simulate the classroom experience – to offer facilitated online training experiences with a mix of an asynch continuous learning environment blended with our synchronous real time online classroom capabilities.Subjective clinical/ medical content requires high interaction amongst learners – need for collaborative learning
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