This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration and information sharing through tools like wikis, announcements, messages, blogs, and resources. Face-to-face elements like weekly meetings and focus groups were also incorporated. The self-study process followed Baldrige framework criteria and required continuous review of material over time. Lessons learned included having patience for the long-term process and being prepared to revisit information.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Further education colleges use a variety of approaches to track and monitor student engagement and performance.
By integrating these approaches with the national learning records warehouse, we can move from descriptive to predictive analytics, making a significant impact on retention, achievement and successful outcomes for learners through timely, targeted interventions and support.
See how data from Grade Tracker, developed at Bedford College, is being integrated into the Jisc learning analytics architecture.
Building Sakaigers: Students as QA TeamsDede Hourican
At any institution, QA testing resources are always in short supply. With student staff, the Web Services department at Marist College builds quality assurance testing teams for Sakai's open source's community.
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Further education colleges use a variety of approaches to track and monitor student engagement and performance.
By integrating these approaches with the national learning records warehouse, we can move from descriptive to predictive analytics, making a significant impact on retention, achievement and successful outcomes for learners through timely, targeted interventions and support.
See how data from Grade Tracker, developed at Bedford College, is being integrated into the Jisc learning analytics architecture.
Building Sakaigers: Students as QA TeamsDede Hourican
At any institution, QA testing resources are always in short supply. With student staff, the Web Services department at Marist College builds quality assurance testing teams for Sakai's open source's community.
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Inspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. We show how this kind of learning environment can be implemented in Sakai 2.6 and hopefully Sakai 3.0 by adapting and extending the OpenSyllabus structured approach.
Open Syllabus is now a fully functional Sakai 2.6 contrib tool that helps instructors quickly organize their course's material. In this presentation, we sketch its most important features including the seamless integration with resources, citations and assignments.
Veugelers Chen implementing eportfolios: an international perspective on chal...Marij Veugelers
An global wide overview of the various factors that influence the implementation of ePortfolios in higher education, by the community managers eportfolio expert groups in the USA and NL
Open Syllabus (OSyl) is now a fully functional Sakai 2.7 contrib tool that helps instructors quickly organise their course's material to provide a coherent learning environment for their students.
Presentation delivered by Lisa Gray, programme manager with JISC to the JISC Netskills workshop on Effective Practice with e-Portfolios on 24th June 2010
Promoting academic staff innovation at Bournemouth UniversityDavid Biggins
Bournemouth University's initiative, iInnovate , ran in the academic year 2016-17. Its aim was to encourage academic staff to try something different in their teaching practice . This presentation assesses the results of the initiative.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Sakai10preconference
1. Using the Sakai CLE to Conduct a Departmental Self Study Dr. Reba-Anna Lee, Asst. Director of Academic technology and eLearning Marist College June 15,2010
6. The challenge for us is to extend our assessment models to include a greater emphasis on performance, results, outcomes, and impact… … and to link assessment activities to planning and improvement.
19. Hybrid Heaven: Using the Sakai CLE to Conduct a Detailed Self Study Tuesday 3:25-4:30 PM Grand Mesa A 11th Sakai Conference - June 15-17, 2010 For more about this topic please attend the following session:
Editor's Notes
Quick snapshot of Marist College…first bullet is the really important one…we are not a big R-1 research institution…long history of incorporating technology into teaching and learning…
Important part of continuous improvement for your organization The EHE process consists of a category-by-category review of each of the seven major areas. Essentially, the review" freezes" the ongoing dynamics of an organization, focusing on each component individually to provide a clear picture of the strengths and potential areas for improvement of the unit or institution in that area. The review process for categories 1 through 6 considers approach and implementation. Approach refers to the methods and strategies used. Implementation refers to the manner and extent to which approaches are applied and enacted within an organization. Key questions for these categories, therefore, relate to how the institution or department approaches and implements activities in the areas of leadership, planning, relations with beneficiaries and constituencies, programs and services, faculty/staff and the workplace, and assessment. The focus of Category 7 is on results. The term results refers to documented evidence of outcomes, accomplishments, and achievements, and therefore, questions in this category relate to documented results for each of the previous categories.
One provides the structure, the other guides the content. The EHE process will guide your leadership group through every step of the review, resulting in a clear self-assessment and methodical action plan. The Excellence in Higher Education (EHE) program adapts the Malcolm Baldrige program—the hallmark of organizational excellence in business—to the particular needs, culture, and language of colleges and universities.
Say: While assessment is not a new topic for higher education, the growing challenge is to extend assessment models to include a greater emphasis on outputs, and the benefits students and other constituencies derive from our programs and institutions—rather than solely upon the opportunities, facilities, and resources that are provided . The additional challenge is to usefully link these activities to planning and improvement, so that assessment does not occur in a vacuum and is part of an integrated program to increase the effectiveness of programs and services.
In each Baldrige-based assessment, the first step is a careful consideration of the institution or department's mission, followed by an examination of issues related to quality and alignment of the organization's plans, goals, leadership practices, programs and services; stakeholder expectations and needs; workplace and workforce profile; assessment systems; and evidence of results. Baldrige-based models typically incorporate a rigorous methodology and extensive annual multiday training sessions for examiners to facilitate the consistent application ofthese standards across individuals, institutions, and settings. Typically, Baldrige assessment also includes quantitative as well as qualitative ratings by examiners for each of the standards. The goal is to provide precise documentation as to the level of accomplishment, maturity, or compliance, and also to provide a baseline for comparisons over time and with other organizations. An additional attribute of Baldrige-based models is that they embody a set of standards and a rubric that has been found to be useful in healthcare, government, and business institutions of varying sizes and complexity, as well as in higher education, and as a consequence, are useful for encouraging cross-sector communication and the sharing of relevant effective practices. The accreditation process "stimulates evaluation and improvement 1.0 Leadership : Define, communicate, and model a commitment to the purposes and plans of the organization. 2.0 Purposes and plans. Set clear directions and aspirations, translate into plans with ambitious goals, and see those plans through to completion. 3.0 Beneficiaries and constituencies . Listen to and understand the needs and perspectives of the groups you serve. Develop an organization-wide service ethic; identify and close gaps. 4.0 Programs and services. Identify, analyze, standardize, and continuously improve the quality and effectiveness of programs, services, and their associated processes to ensure that organizations meet the highest possible standards. 5.0 Faculty/staff and workplace. Create a culture that encourages excellence, engagement, professional development, commitment, and pride. Reward and recognize performance and synchronize individual and organizational goals. 6.0 Assessment and information use. Assess quality and effectiveness in all areas; effectively share and use the assessment results and other information, knowledge, and expertise throughout the organization and beyond. 7.0 Outcomes and achievements. Document your progress and achievements, and compare these results with those of peers and leaders. Communicate your outcomes and achievements widely.
Umbrella org chart Major departments Then sub-departments Speak of uniqueness of structure Different types of employees (
Early planning delivered just before next section, recipients rejected and needed to lay out entire plan so they could have future deliverables w Wiki was a tool in which everyone could collaborate upon weekly as a group and individually