This syllabus outlines a 4-week virtual workshop on coaching for change. The workshop consists of watching instructional videos, completing experiments applying coaching skills, and participating in online discussions. Participants will learn about coaching models and essential communication skills. They will practice these skills by identifying behaviors to coach and conducting a live coaching session. The goal is to help participants improve their ability to coach others through change.
This document provides instructions for a lesson on seasons for third grade students. It will include reading stories about each season, putting students into groups to identify season characteristics, having students use websites to learn weather word definitions and record the weekly weather. They will also complete a Venn diagram to compare and contrast seasons. The lesson aims to teach students about activities, clothing, holidays, plant/animal behavior and weather for each season.
WillowDNA 2011 Alternative to Moodle seminarWillowDNA
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The document discusses an alternative agenda for online learning presented by Willow DNA. It includes presentations on online learning at the IPA, the Willow approach to learning design, and the design of learning pathways. It promotes Willow DNA's transformational approach to online learning program design, development, resources, hosting, and training others in these areas. Their work includes modular programs, diagnostic tools, online communities, and legal and professional development programs.
The document outlines a training plan for the Green Team employees of XYZ Recycling. The 33.5 hour training over 3 weeks will provide skills to educate residents about recycling. Trainees will learn about teamwork, XYZ's mission and services, strategies for interacting with residents, and techniques for mapping and reporting recycling pick-ups. The workshop style training includes discussions, role-playing, presentations, and guest speakers. The goal is for trainees to gain the knowledge and skills needed to successfully promote recycling in multi-family dwellings.
This document provides information about a student web quest on weather and tornados. The introduction outlines that students will learn about different types of tornados, how they form, the damage they cause, and where they are most likely to occur. The task section assigns students into groups to research specific tornados on a scale of F1 to F6 and severe storms. They are instructed to create a presentation with pictures and cited sources. The evaluation section provides a rubric to score presentations. It concludes by congratulating students and hoping they found the topic interesting and want to learn more about storms.
Basic level training program description catalogAkash Dutta
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The document provides an overview of training programs offered by Akash Dutta. It includes 11 modules ranging from 1-2 days in duration focused on topics like presentations, leadership, team building, customer service, stress management, and time management. For each module, the summary includes the objectives, duration, and methodology which typically involves classroom training, activities, and lectures.
The document provides guidance for evidence required to complete unit 2.1 on personal performance, including evaluation sheets for sessions participated in and led over an 8 week period, risk assessments, child protection policies for coaches, match reports, a fixture list, and coaching session plans with evaluations. Electronic copies of resources can be found on the school network drive. A checklist is also provided to ensure all evidence requirements are met.
The document introduces Bill Campbell, who was a coach to Steve Jobs and Eric Schmidt. It then discusses how hiring a business coach could help entrepreneurs avoid mistakes, improve operations, and access funding. The document promotes a free coaching program for Malaysian business owners that provides hands-on advice and support in business areas like sales, marketing, and operations. It encourages the reader to share information about the program with friends.
This document provides instructions for a lesson on seasons for third grade students. It will include reading stories about each season, putting students into groups to identify season characteristics, having students use websites to learn weather word definitions and record the weekly weather. They will also complete a Venn diagram to compare and contrast seasons. The lesson aims to teach students about activities, clothing, holidays, plant/animal behavior and weather for each season.
WillowDNA 2011 Alternative to Moodle seminarWillowDNA
Ā
The document discusses an alternative agenda for online learning presented by Willow DNA. It includes presentations on online learning at the IPA, the Willow approach to learning design, and the design of learning pathways. It promotes Willow DNA's transformational approach to online learning program design, development, resources, hosting, and training others in these areas. Their work includes modular programs, diagnostic tools, online communities, and legal and professional development programs.
The document outlines a training plan for the Green Team employees of XYZ Recycling. The 33.5 hour training over 3 weeks will provide skills to educate residents about recycling. Trainees will learn about teamwork, XYZ's mission and services, strategies for interacting with residents, and techniques for mapping and reporting recycling pick-ups. The workshop style training includes discussions, role-playing, presentations, and guest speakers. The goal is for trainees to gain the knowledge and skills needed to successfully promote recycling in multi-family dwellings.
This document provides information about a student web quest on weather and tornados. The introduction outlines that students will learn about different types of tornados, how they form, the damage they cause, and where they are most likely to occur. The task section assigns students into groups to research specific tornados on a scale of F1 to F6 and severe storms. They are instructed to create a presentation with pictures and cited sources. The evaluation section provides a rubric to score presentations. It concludes by congratulating students and hoping they found the topic interesting and want to learn more about storms.
Basic level training program description catalogAkash Dutta
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The document provides an overview of training programs offered by Akash Dutta. It includes 11 modules ranging from 1-2 days in duration focused on topics like presentations, leadership, team building, customer service, stress management, and time management. For each module, the summary includes the objectives, duration, and methodology which typically involves classroom training, activities, and lectures.
The document provides guidance for evidence required to complete unit 2.1 on personal performance, including evaluation sheets for sessions participated in and led over an 8 week period, risk assessments, child protection policies for coaches, match reports, a fixture list, and coaching session plans with evaluations. Electronic copies of resources can be found on the school network drive. A checklist is also provided to ensure all evidence requirements are met.
The document introduces Bill Campbell, who was a coach to Steve Jobs and Eric Schmidt. It then discusses how hiring a business coach could help entrepreneurs avoid mistakes, improve operations, and access funding. The document promotes a free coaching program for Malaysian business owners that provides hands-on advice and support in business areas like sales, marketing, and operations. It encourages the reader to share information about the program with friends.
The document outlines best practices for selecting and implementing a learning management system (LMS). It discusses evaluating vendor options, selecting a vendor, and implementing the new system. The presentation covers establishing requirements, sending requests for proposals, scoring vendor responses, negotiating costs, assigning implementation roles, and planning deployment. The goal is to select the best fitting LMS vendor and deploy the new system through a well-managed process.
The document provides guidance for planning and running a successful webinar. It outlines key steps to take months, weeks, and days before a webinar including reserving a room, drafting content, inviting attendees, and conducting rehearsals. It emphasizes the importance of testing equipment and software in advance. During the webinar, it recommends speaking clearly and staying calm to deal with any technical issues. Follow-up steps include sending a survey, posting the recording, and debriefing with the speakers. Common pitfalls to avoid are assuming technical aspects will go smoothly and not rehearsing thoroughly.
The document discusses user-defined variables in Lectora and provides instructions for creating them. It explains that to create a variable, the user clicks the Variable Manager icon or selects Variable Manager from the Tools menu. The user then clicks Add to create a new variable and specifies its name, initial value, and other properties. Lectora also allows creating variables "on-the-fly" when adding actions that involve modifying a variable. Reserved (predefined) variables like the current date, time, and page number are also discussed.
The document discusses the differences between learning management systems (LMS) and learning content management systems (LCMS). An LMS focuses on tracking users' course completions, while an LCMS focuses on tracking and organizing learning assets at a granular level to allow for reuse and customization. The document then outlines trends that require more flexible learning content, such as a multi-generational workforce, globalization, mobility, and social learning. It argues that an LCMS may help organizations address problems around content reuse, multi-channel delivery, translation, and rapid customization to meet changing needs. Finally, the document provides questions for organizations to consider when deciding if an LCMS transition is worthwhile.
This document provides 21 types of interactivities that can be used to add interactivity to elearning. It includes a table where learners match each interactivity with its definition and suggest where it could be used. The interactivities range from multiple choice questions and ordering activities to more complex interactions like exploring processes, scenario-based learning, and role playing customer perspectives.
The Tick App is a new online resource developed by Texas A&M University and other southern universities to provide information on 11 tick species found in Texas and the southern region. It was created by a design team led by Pete D. Teel, Otto F. Strey, and Robin L. Williams and was reviewed by entomology experts from Texas, Oklahoma, Ohio, Florida, and Auburn University as well as the Southern Region IPM Center.
Ambush marketing is the unauthorized association of a business with a sponsored event to gain marketing benefits without paying licensing fees. It has a long history, including at the Olympics where Nike famously ambushed sponsor Adidas. Forms include suggestive advertising, blocking sponsor logos, and stunts. It raises ethical issues by confusing consumers and undermining official sponsors. Events now have stricter rules to limit ambush marketing tactics.
The document discusses common issues or "landmines" that can derail eLearning projects such as problems with the learning management system, lack of subject matter expert time, excessive revisions, and scope creep. It provides tips for addressing each issue, such as testing the LMS early, clearly defining the time commitment from SMEs, managing revision processes, and regularly comparing scope to progress. The main messages are that asking the right scoping questions upfront and getting the project team aligned at a kickoff meeting are effective ways to defuse potential landmines.
1. The document outlines the plans and preparations for an international society discussion group.
2. Topics under consideration included Africa, Burma, Iraq, and North Korea, which were evaluated based on member interest, potential, and suitability.
3. Going forward, the group created a to-do list focusing on arranging discussions, preparing knowledge on topics, practicing English, and conducting fieldwork over the coming months in July, August, and September.
Digital collaboration can increase student learning in several ways. It allows students to work jointly with others on intellectual endeavors using technology. This fits in all learning environments, whether face-to-face, blended, or virtual classrooms. Specific digital tools for collaboration include storytelling, polling, wikis, blogs, and collaborative questing. When used effectively, these tools engage students and help them move up Bloom's taxonomy of learning from lower to higher order thinking.
The document discusses two topics related to studying consumer reviews: when reviews adequately portray a product or service, and seeing consumer relationships from an ecosystem perspective. Regarding the first topic, the document notes that more reviews generally converge on an assessment, but some products are polarizing. It also discusses how review sites indicate helpfulness and how this may signal when sufficient reviews have been reached. The second topic discusses how consumers connect businesses through their patronage, rather than just competition, and how analyzing these ecosystems can provide a richer understanding to help businesses with search advertising.
This document provides an industry brief and market analysis of the software industry in China in 2011. It finds that the software industry has grown rapidly, with revenue increasing from $7.17 billion in 2000 to $145.91 billion in 2009. The industry is expected to continue growing at over 20% annually. There is strong domestic demand for both consumer and enterprise software. The market is shifting towards services and new regions are emerging as growth centers beyond Beijing and Guangdong. Competition in the industry remains intense as it continues to consolidate.
This document provides a storyboard for a virtual coaching workshop. The workshop is broken into smaller sections with videos, activities and discussions. It includes goals to distinguish different types of coaching, develop essential coaching skills, and facilitate action planning. The role of the facilitator is to guide learner interactions and reply to discussion the next day. Breaking the content into bite-sized pieces with learner interactions and tracking participation helps minimize risks of the virtual approach.
Level II Counselling Skills Session FiveJohn Marsden
Ā
1. The document introduces the concepts of refraining and attending, which involve putting aside one's own opinions and focusing full attention on the speaker.
2. Learners practice refraining and attending in pairs by taking turns discussing their experiences on the course so far. They then provide feedback on how easy or difficult it was.
3. The session concludes by emphasizing the importance of self-awareness when listening, and having learners practice their skills in triads before reflecting on their learning.
The document outlines best practices for selecting and implementing a learning management system (LMS). It discusses evaluating vendor options, selecting a vendor, and implementing the new system. The presentation covers establishing requirements, sending requests for proposals, scoring vendor responses, negotiating costs, assigning implementation roles, and planning deployment. The goal is to select the best fitting LMS vendor and deploy the new system through a well-managed process.
The document provides guidance for planning and running a successful webinar. It outlines key steps to take months, weeks, and days before a webinar including reserving a room, drafting content, inviting attendees, and conducting rehearsals. It emphasizes the importance of testing equipment and software in advance. During the webinar, it recommends speaking clearly and staying calm to deal with any technical issues. Follow-up steps include sending a survey, posting the recording, and debriefing with the speakers. Common pitfalls to avoid are assuming technical aspects will go smoothly and not rehearsing thoroughly.
The document discusses user-defined variables in Lectora and provides instructions for creating them. It explains that to create a variable, the user clicks the Variable Manager icon or selects Variable Manager from the Tools menu. The user then clicks Add to create a new variable and specifies its name, initial value, and other properties. Lectora also allows creating variables "on-the-fly" when adding actions that involve modifying a variable. Reserved (predefined) variables like the current date, time, and page number are also discussed.
The document discusses the differences between learning management systems (LMS) and learning content management systems (LCMS). An LMS focuses on tracking users' course completions, while an LCMS focuses on tracking and organizing learning assets at a granular level to allow for reuse and customization. The document then outlines trends that require more flexible learning content, such as a multi-generational workforce, globalization, mobility, and social learning. It argues that an LCMS may help organizations address problems around content reuse, multi-channel delivery, translation, and rapid customization to meet changing needs. Finally, the document provides questions for organizations to consider when deciding if an LCMS transition is worthwhile.
This document provides 21 types of interactivities that can be used to add interactivity to elearning. It includes a table where learners match each interactivity with its definition and suggest where it could be used. The interactivities range from multiple choice questions and ordering activities to more complex interactions like exploring processes, scenario-based learning, and role playing customer perspectives.
The Tick App is a new online resource developed by Texas A&M University and other southern universities to provide information on 11 tick species found in Texas and the southern region. It was created by a design team led by Pete D. Teel, Otto F. Strey, and Robin L. Williams and was reviewed by entomology experts from Texas, Oklahoma, Ohio, Florida, and Auburn University as well as the Southern Region IPM Center.
Ambush marketing is the unauthorized association of a business with a sponsored event to gain marketing benefits without paying licensing fees. It has a long history, including at the Olympics where Nike famously ambushed sponsor Adidas. Forms include suggestive advertising, blocking sponsor logos, and stunts. It raises ethical issues by confusing consumers and undermining official sponsors. Events now have stricter rules to limit ambush marketing tactics.
The document discusses common issues or "landmines" that can derail eLearning projects such as problems with the learning management system, lack of subject matter expert time, excessive revisions, and scope creep. It provides tips for addressing each issue, such as testing the LMS early, clearly defining the time commitment from SMEs, managing revision processes, and regularly comparing scope to progress. The main messages are that asking the right scoping questions upfront and getting the project team aligned at a kickoff meeting are effective ways to defuse potential landmines.
1. The document outlines the plans and preparations for an international society discussion group.
2. Topics under consideration included Africa, Burma, Iraq, and North Korea, which were evaluated based on member interest, potential, and suitability.
3. Going forward, the group created a to-do list focusing on arranging discussions, preparing knowledge on topics, practicing English, and conducting fieldwork over the coming months in July, August, and September.
Digital collaboration can increase student learning in several ways. It allows students to work jointly with others on intellectual endeavors using technology. This fits in all learning environments, whether face-to-face, blended, or virtual classrooms. Specific digital tools for collaboration include storytelling, polling, wikis, blogs, and collaborative questing. When used effectively, these tools engage students and help them move up Bloom's taxonomy of learning from lower to higher order thinking.
The document discusses two topics related to studying consumer reviews: when reviews adequately portray a product or service, and seeing consumer relationships from an ecosystem perspective. Regarding the first topic, the document notes that more reviews generally converge on an assessment, but some products are polarizing. It also discusses how review sites indicate helpfulness and how this may signal when sufficient reviews have been reached. The second topic discusses how consumers connect businesses through their patronage, rather than just competition, and how analyzing these ecosystems can provide a richer understanding to help businesses with search advertising.
This document provides an industry brief and market analysis of the software industry in China in 2011. It finds that the software industry has grown rapidly, with revenue increasing from $7.17 billion in 2000 to $145.91 billion in 2009. The industry is expected to continue growing at over 20% annually. There is strong domestic demand for both consumer and enterprise software. The market is shifting towards services and new regions are emerging as growth centers beyond Beijing and Guangdong. Competition in the industry remains intense as it continues to consolidate.
This document provides a storyboard for a virtual coaching workshop. The workshop is broken into smaller sections with videos, activities and discussions. It includes goals to distinguish different types of coaching, develop essential coaching skills, and facilitate action planning. The role of the facilitator is to guide learner interactions and reply to discussion the next day. Breaking the content into bite-sized pieces with learner interactions and tracking participation helps minimize risks of the virtual approach.
Level II Counselling Skills Session FiveJohn Marsden
Ā
1. The document introduces the concepts of refraining and attending, which involve putting aside one's own opinions and focusing full attention on the speaker.
2. Learners practice refraining and attending in pairs by taking turns discussing their experiences on the course so far. They then provide feedback on how easy or difficult it was.
3. The session concludes by emphasizing the importance of self-awareness when listening, and having learners practice their skills in triads before reflecting on their learning.
This document discusses adult learning principles and reflective practice. It covers two approaches to learning - through considering ideas, making mistakes and reflecting on experiences. It also discusses different levels of competence from unconscious incompetence to unconscious competence. Conditions that support learning are identified as voluntary participation, mutual respect, collaborative spirit, action and reflection, critical reflection, and self-direction. The document contrasts teacher-centered vs student-centered learning and asks groups to discuss the value of student-centered approaches.
This document contains materials from a workshop on scrum mastering and agile coaching. It includes definitions of key roles like scrum master and product owner. It discusses scrum master responsibilities and challenges like removing impediments and helping the team grow. It provides guidance on facilitating meetings, retrospectives, and managing conflicts. Interactive exercises explore giving and receiving feedback, navigating group conflicts, and leadership growth.
This document outlines the requirements for a "Close up on Film" course assignment. Students will be asked to closely analyze selected sequences from a class-watched film. They will identify and explain at least 4 aspects of the film, such as themes, attitudes, audience or visual/verbal features, and how these create meaning or express ideas. Students will analyze techniques used by the director and their purpose and effect. The assignment will be presented as a blog post with an embedded film sequence. Students will be assessed on their understanding and use of evidence to support their analysis.
This document provides instructions for participants in an online group training program. It outlines how to get started with the training platform and expectations for participation during the 3 hour session. Participants will work in groups of 5-7 members to complete activities, discuss questions, and learn new skills from each other. The training aims to help participants plan their professional development.
4 Training of Facilitators - Facilitators Guide v.2.pptxForonlineAccess
Ā
The document provides guidance for participants and facilitators in a peer-to-peer learning group. It outlines group guidelines for the discussions, including keeping cameras on, actively participating, respecting others' opinions, and having fun. The learning goals are to discuss skills needed for effective peer facilitation and how to manage challenging situations. Peer-to-peer learning is described as encouraging a safe environment where learners gain knowledge through interaction rather than just textual information. A facilitator's role is to help participants go through the training equally and support discussions, not to make decisions or be solely responsible for success.
Using the experiential learning cycle to promote reflectionIvan Aguilar
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1. The document describes the experiential learning cycle and how it can be used to promote reflective teaching. The cycle involves having a learning experience, observing and describing it, analyzing it, and creating an action plan.
2. As an example, participants in a workshop observe a classroom lesson on video and take notes without adding their own reactions. They then compare notes and analyze what helped or hindered student learning to create an action plan for improving instruction.
3. The experiential learning cycle can be applied to a variety of learning experiences beyond classroom observations. It encourages teachers to reflect critically on their practice in order to improve.
Liberating Structures 2 with blended f2f/online participation at #sfaddisEuforic Services
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Slides used to support an experimental session at the May 2015 AgKnowledge Innovation Process ShareFair in Addis Ababa. We were introducing some examples of LiberatingStructures methods and testing out different options for remote participation
Lead2 involves a series of three provocative workshops led by Dame Pat Collarbone to help leadership teams respond to changing contexts. The workshops explore the external environment, effective leadership, and developing capacity at all levels. Participants analyze challenges, identify key leadership skills, and create a plan to develop their people. The goal is to establish a leadership focus to deliver organizational strategy and solutions during times of change.
This document provides instructions for a lesson connecting multiplication to division. The lesson includes activities to review concepts, take notes on a video explaining the connection, complete practice problems, and reflect on learning. Students will define terms related to division, watch an explanatory video, take a quiz, solve word problems requiring either multiplication or division, and describe in their own words the relationship between the two operations.
This document provides guidance for a 10 hour preparation period to research and plan for a film commission responding to workplace stress. It outlines key areas of focus including understanding the client and audience, exploring themes through secondary research, and developing a rationale, pitch, proposal, and treatment. Students are directed to review examples and notes from previous lessons to help complete the tasks of drafting a proposal and treatment for the commissioned film.
The document provides an overview of an online training program called "In Business Training Programme" that aims to help small businesses develop skills through peer learning networks. It outlines the structure and expectations for participants, which involves completing activities in breakout groups and discussing questions together over Zoom to learn from each other. The training is facilitated and takes around 3 hours to complete. Participants are instructed on how to engage respectfully with each other and work as a group to get the most out of the experience.
The document outlines an agenda for a facilitation skills training program. The program will cover understanding the roles and responsibilities of facilitators, learning basic facilitation skills, and techniques over its 5 modules taking place from 8:30am to 5pm. It includes breaks and details the topics to be covered in each module including getting started, basic responsibilities, facilitation maps, and techniques with conclusions.
The document outlines an agenda for a training on facilitation skills. It includes the following:
- Learning objectives around understanding the roles and responsibilities of facilitators as well as basic facilitation skills and structure.
- A detailed timetable outlining sessions on getting started, basic responsibilities of facilitators, basic facilitation map, facilitation techniques, and conclusion.
- An overview of the modules including getting started, basic responsibilities, basic facilitation map, and basic facilitation techniques.
The document describes an experiment called the "4-hour Tester Experiment" which aimed to teach testing skills to beginners in a short time period. The experiment involved selecting key testing skills and developing brief exercises to teach each skill in 30 minutes or less. Four beginners participated in five exercises over 50 minutes total. Feedback indicated the exercises were challenging yet achievable in the time given and helped illuminate the targeted skills. However, the experiment confirmed that one cannot become a full tester in only four hours and highlighted the need for continuous learning.
Agile for Humanity 2022: The Feedback EffectJulie Wyman
Ā
The document discusses challenges and best practices for providing and receiving feedback. It aims to help participants understand their own fears around feedback, improve how they deliver feedback, and learn to respond openly when receiving feedback. The workshop covers recognizing destructive feedback patterns, using impact and clean feedback models, reframing criticism constructively, and a six-step framework for receiving feedback. Participants practice these skills and discuss how to apply the lessons to create a healthier feedback culture.
This document provides tips for conducting peer observations as part of the Teaching Essentials (TESS) Programme. It outlines what to do before, during, and after a peer observation. Before observing, arrange a time with a colleague, discuss aims and boundaries, and prepare. During, introduce yourself, take notes, and consider the student perspective. After, reflect using Gibbs' Reflective Cycle, discuss strengths and areas for improvement, and continue the reflective process of peer observations. The goal is to develop teaching practice through collegial support and feedback.
This document provides information about an advanced scrum master workshop presented by Elad Sofer and Ilan Kirschenbaum of Practical Agile. It includes topics that will be covered such as the responsibilities of a scrum master, facilitating effective meetings and retrospectives, dealing with conflict, and growing as a leader. A video on effective feedback and an exercise on giving and receiving feedback are also outlined. The workshop aims to help participants become more skilled scrum masters.
Similar to CETS 2011, Jan Saillard, syllabus handout for How to Create a Course from Short Self-Directed Learning Materials (20)
This document is a bibliography compiled by James J. Goldsmith of Accenture that lists selected books, websites, blogs, and other resources on the topics of learning myths and truths. The bibliography contains over 30 references, mostly books published between 2007-2015, that examine myths about learning, education, the brain, instructional design, and presentations. It also lists several blogs and websites that debunk common myths or provide perspectives on learning. The resources in the bibliography aim to separate fact from fiction in the fields of learning and education.
This document provides a list of visual tools and resources for creating motion graphics, flipbooks, word clouds, drawings, infographics, and finding images. It includes links to software like Adobe After Effects and websites like Wordle, Piktochart, Wikimedia Commons, and tips for using tools in Microsoft Office and searching Google Images.
The document discusses worst case scenarios that could happen during a webinar and proposes solutions, including what to do if the fire alarm goes off, a panelist is not connected, zombies are approaching the office, the power goes out, a computer reboots mid-webinar, there is a wild animal in the room, a panelist loses audio, attendees lose interest, background noise becomes too loud, or the webinar is not being recorded as planned. It focuses on providing quick solutions to these unexpected problems that could disrupt a live online presentation.
This document discusses using visual techniques to engage learners. It provides guidelines for effective visuals such as using visuals that support the message, simplifying complex images, and ensuring text and fonts are designed well. Examples are given of transforming content into visual formats like process flows, job aids, word clouds, infographics, flipbooks, and motion graphics. The document encourages attendees to think about the learner, most important content, and engaging all learners when transforming content.
This document discusses how agile project management methods can be applied to eLearning development. Some key benefits of the agile approach include prioritizing individuals and collaboration over processes and tools. The document outlines the scrum framework, including sprints, backlogs, stories and tasks. An example workflow for course development is presented, showing iterations within a sprint. Best practices are provided for designing large blended learning curriculums using agile methods.
This document discusses different programming strategies that can be used in Articulate Storyline to present information to learners. It will provide examples of using layers, state changes, and new slides to preview steps in a process. Attendees will vote on which strategies they typically prefer for different common Storyline situations. The topics that will be discussed and voted on include locking the next button, using layers or state changes for rollovers, using individual pictures or hotspots for multipart graphics, displaying progress bars, reviewing steps in a process, and character pose changes. Pros and cons of each approach will be discussed based on the survey results.
Strip away unnecessary design elements from learning content to assess how well the essential information stands on its own. Simplify content by removing stock images and trends that do not advance the learning objectives. Focus on using a simple information schema with fully integrated textual information, relevant example images, and a model that highlights the most essential points for learners.
The document discusses games, serious games, gamification, and simulations. It provides definitions for games as systems with common goals, rules, interactivity, and quantifiable outcomes. Gamification is defined as integrating game characteristics and mechanics into real-world tasks to promote behavior change, often using achievements, badges, levels, rewards, and leaderboards. The document also lists some potential benefits of games including declarative, procedural and confidence building.
Leonardo da Vinci's Mona Lisa is one of the most famous paintings in the world, currently housed in the Louvre in Paris. It was painted between 1500-1508 when da Vinci lived in Florence. The subject's identity is uncertain and has added to the mystery surrounding the painting over the years, though it is believed to depict the wife of Francesco del Giocondo named Lisa.
The document discusses how to deliver bite-sized learning. Bite-sized learning involves short learning chunks focused on a single topic that can be consumed individually or together. It is used to provide faster and more reusable learning that is better tailored to learners' needs. Effective bite-sized learning involves analyzing learning needs, authoring content in small modular pieces, publishing content in different systems, delivering content through various channels, and analyzing learning analytics. Bite-sized learning allows for more flexible, scalable, and measurable content that can be adapted to different learner journeys.
This document summarizes a webinar on worst-case scenario survival training for webinar organizers. The webinar covers anticipating and addressing potential webinar disasters through four guiding principles: avoiding dead air, having a backup plan, using your team, and not panicking. The webinar also covers branching scenario exercises where participants address different disaster situations and provide feedback. Attendees are polled on their webinar experience and which attendee issue they would prioritize. The webinar encourages participants to develop their own worst-case scenarios and apply the lessons to their own training projects.
This document discusses using brain science to build adaptive eLearning. It begins by introducing the speaker and their background. They then discuss the challenges and opportunities in skill training for the IT workforce. The solution proposed uses adaptive learning triggered by questioning learners first. However, traditional textbooks present obstacles. The rest of the document outlines key learning triggers revealed by brain science, including: humans do not multitask during learning, spacing out learning increases retention, engagement and emotion boost learning, and images aid recall more than text. It advocates building courses and algorithms to leverage these triggers for optimal learning.
The document discusses tools for curation, communication, collaboration, and sharing information to encourage deeper thinking. It provides lists of tools for finding and contributing information, writing blogs and communicating ideas, and sharing files and collaborating including Feedly, Delicious, WordPress, Evernote, OneDrive, and Google Docs. It also provides contact information for Shannon Tipton of Learning Rebels who focuses on improving workplace learning.
This document describes a challenge-based training program implemented by a company, Messer, to prepare its 550 employees for a new system called Viewpoint. The program's goals were to shift attitudes towards training, complete training on time before the system's go-live date, and build essential navigation skills. Employees participated in a series of Viewpoint challenges over 14 weeks. For each challenge completed, money was donated to charitable causes in the community. The results included high participation rates, positive employee feedback, and $7,119 donated. The program successfully achieved its goals through voluntary, gameified challenges that appealed to employees' competitive sides and encouraged peer support.
This document summarizes a presentation by Dan Emery and Ryan Shandley of TransPerfect on designing e-learning content for localization and multilingual audiences. TransPerfect is the world's largest provider of language services, specializing in multilingual e-learning solutions. The presentation covers localization best practices, common content creation mistakes to avoid, and cost-effective localization strategies. It emphasizes using consistent terminology, involving in-country teams, and testing localized content in the target environment.
The document presents 12 statements about the human brain and asks the reader to identify which are facts and which are myths. It poses questions about the color of the brain, how it functions, how much we use it, its size relative to body and other animals, the effects of brain games and alcohol, and traits like intelligence and learning ability. The purpose is to test common assumptions about the brain and separate fact from fiction.
This document provides guidance on designing effective workshops and meetings. It addresses key considerations for understanding participants, including their objectives, backgrounds, and comfort levels. It also covers determining learning objectives, agenda, content delivery methods, and follow-up actions. The goal is to use an ENGAGE model to energize, navigate, generate meaning, apply content, gauge learning, and extend the experience to keep participants engaged throughout and ensure the learning sticks after the session.
This document provides an overview of how to get started with Tin Can (xAPI). Tin Can is a standard for tracking learning experiences across systems and applications. It allows systems to communicate about learner activities, performance, and outcomes. The document outlines several key steps to get started with Tin Can, including identifying a problem area or learning program to focus on, designing how existing systems can integrate and share data using Tin Can, developing the integration, and deploying it to begin collecting data and analyzing learning outcomes. Examples of how organizations have used Tin Can to improve training programs and measure the impact of learning are also provided.
This document introduces three new drawers for the 21st century toolbox: curate, communicate, and collaborate.
The curate drawer involves organizing learning by tagging, highlighting, and sharing resources to help build a learning community. The communicate drawer is about sharing findings using writing, visuals, and discussions to connect and extend learning. The collaborate drawer promotes sharing to encourage deeper thinking by allowing groups to work, plan, discuss, and build on each other's work.
This document outlines a presentation on gaining leadership buy-in for e-learning and mobile learning programs. It discusses how business leaders view and evaluate training initiatives, and emphasizes communicating expected business results in terms leaders understand, such as financial and operational impacts. Tools like cost-volume-profit analysis are presented to build the business case for e-learning investments by demonstrating how they can increase revenues and reduce costs. The goal is to get learning initiatives onto leaders' radars by addressing their concerns about costs, benefits, disruptions, applications, and results of proposed programs.
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TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)GeorgeKieling1
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Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
About AOMA: The Academy of Oriental Medicine at Austin offers a masters-level graduate program in acupuncture and Oriental medicine, preparing its students for careers as skilled, professional practitioners. AOMA is known for its internationally recognized faculty, award-winning student clinical internship program, and herbal medicine program. Since its founding in 1993, AOMA has grown rapidly in size and reputation, drawing students from around the nation and faculty from around the world. AOMA also conducts more than 20,000 patient visits annually in its student and professional clinics. AOMA collaborates with Western healthcare institutions including the Seton Family of Hospitals, and gives back to the community through partnerships with nonprofit organizations and by providing free and reduced price treatments to people who cannot afford them. The Academy of Oriental Medicine at Austin is located at 2700 West Anderson Lane. AOMA also serves patients and retail customers at its south Austin location, 4701 West Gate Blvd. For more information see www.aoma.edu or call 512-492-303434.
āEnvironmental sanitation means the art and science of applying sanitary, biological and physical science principles and knowledge to improve and control the environment therein for the protection of the health and welfare of the publicā.The overall importance of sanitationĀ are to provide a healthy living environment for everyone, to protect the natural resources (such as surface water, groundwater, soil ), and to provide safety, security and dignity for people when they defecate or urinate .Sanitation refers to public health conditions such as drinking clean water, sewage treatment, etc. All the effective tools and actions that help in keeping the environment clean come under sanitation. Sanitation refers to public health conditions such as drinking clean water, sewage treatment. All the effective tools and actions that help in keeping the environment clean and promotes public health is the necessary in todays life.
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
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In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
As the world population is aging, Health tourism has become vitally important and will be increased day by day. Because
of the availability of quality health services and more favorable prices as well as to shorten the waiting list for medical
services regionally and internationally. There are some aspects of managing and doing marketing activities in order for
medical tourism to be feasible, in a region called as clustering in a region with main stakeholders groups includes Health
providers, Tourism cluster, etc. There are some related and affecting factors to be considered for the feasibility of medical
tourism within this study such as competitiveness, clustering, Entrepreneurship, SMEs. One of the growth phenomenon
is Health tourism in the city of Izmir and Turkey. The model of five competitive forces of Porter and The Diamond model
that is an economical model that shows the four main factors that affect the competitiveness of a nation and its industries
in this study. The short literature of medical tourism and regional clustering have been mentioned.
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7shruti jagirdar
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Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
PGx Analysis in VarSeq: A Userās PerspectiveGolden Helix
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Since our release of the PGx capabilities in VarSeq, weāve had a few months to gather some insights from various use cases. Some users approach PGx workflows by means of array genotyping or what seems to be a growing trend of adding the star allele calling to the existing NGS pipeline for whole genome data. Luckily, both approaches are supported with the VarSeq software platform. The genotyping method being used will also dictate what the scope of the tertiary analysis will be. For example, are your PGx reports a standalone pipeline or would your labās goal be to handle a dual-purpose workflow and report on PGx + Diagnostic findings.
The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
Gene therapy can be broadly defined as the transfer of genetic material to cure a disease or at least to improve the clinical status of a patient.
One of the basic concepts of gene therapy is to transform viruses into genetic shuttles, which will deliver the gene of interest into the target cells.
Safe methods have been devised to do this, using several viral and non-viral vectors.
In the future, this technique may allow doctors to treat a disorder by inserting a gene into a patient's cells instead of using drugs or surgery.
The biggest hurdle faced by medical research in gene therapy is the availability of effective gene-carrying vectors that meet all of the following criteria:
Protection of transgene or genetic cargo from degradative action of systemic and endonucleases,
Delivery of genetic material to the target site, i.e., either cell cytoplasm or nucleus,
Low potential of triggering unwanted immune responses or genotoxicity,
Economical and feasible availability for patients .
Viruses are naturally evolved vehicles that efficiently transfer their genes into host cells.
Choice of viral vector is dependent on gene transfer efficiency, capacity to carry foreign genes, toxicity, stability, immune responses towards viral antigens and potential viral recombination.
There are a wide variety of vectors used to deliver DNA or oligo nucleotides into mammalian cells, either in vitro or in vivo.
The most common vector system based on retroviruses, adenoviruses, herpes simplex viruses, adeno associated viruses.