Creating Effective CBT Training for Nursing EducatorsExamSoft
Presented by Ms. Michelle Cruz, Graduate Program Associate at Oregon Health and Science University School of Nursing
Training faculty in using computer-based testing can be a challenge. The Oregon Health and Science University’s School of Nursing and has developed faculty-friendly training process for the on-boarding of technology for their program. Through the development process, they have learned that some methods are more effective than others, especially when teaching faculty that are used to administering exams in paper format. This presentation will share points to consider when training faculty that also have clinical jobs outside of their busy academic careers.
Best Practices for Implementation of ExamSoft in a Nursing Education EnvironmentExamSoft
Presented by Ms. Michelle Cruz, Graduate Program Associate at Oregon Health and Science University School of Nursing
Introducing new technology into any educational program is never simple, but processes can be put into place to make it easier on everyone. By carefully analyzing the vision of implementing computer-based testing, determining the key stakeholders that will be involved, and agreeing on implementation goals up front, the Oregon Health and Science University’s School of Nursing Ultimately was able to create a structured timeline for execution that helped to meet objectives for faculty, staff, and administrators.
The University of Hertfordshire ITEAM project reflect on the steps required to successfully roll out institutional technologies, their work has looked at voting technologies, but there are commonalities across a number of technologies.
Jisc conference 2012
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
Creating Effective CBT Training for Nursing EducatorsExamSoft
Presented by Ms. Michelle Cruz, Graduate Program Associate at Oregon Health and Science University School of Nursing
Training faculty in using computer-based testing can be a challenge. The Oregon Health and Science University’s School of Nursing and has developed faculty-friendly training process for the on-boarding of technology for their program. Through the development process, they have learned that some methods are more effective than others, especially when teaching faculty that are used to administering exams in paper format. This presentation will share points to consider when training faculty that also have clinical jobs outside of their busy academic careers.
Best Practices for Implementation of ExamSoft in a Nursing Education EnvironmentExamSoft
Presented by Ms. Michelle Cruz, Graduate Program Associate at Oregon Health and Science University School of Nursing
Introducing new technology into any educational program is never simple, but processes can be put into place to make it easier on everyone. By carefully analyzing the vision of implementing computer-based testing, determining the key stakeholders that will be involved, and agreeing on implementation goals up front, the Oregon Health and Science University’s School of Nursing Ultimately was able to create a structured timeline for execution that helped to meet objectives for faculty, staff, and administrators.
The University of Hertfordshire ITEAM project reflect on the steps required to successfully roll out institutional technologies, their work has looked at voting technologies, but there are commonalities across a number of technologies.
Jisc conference 2012
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
NIU Blackboard Portfolio Pilot InformationJason Rhode
slides from initial informational meeting held 5/14/2010 introducing the features of the Blackboard Portfolio tool to be piloted during summer and fall 2010 at Northern Illinois University
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
A model for feedback in teacher educationMark Carver
I suggest that the way feedback is understood in Higher Education is not sensitive enough to the experience of feedback in teacher education. I outline a new model with 5 components, and argue that it might usefully transfer back to HE more generally.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
NIU Blackboard Portfolio Pilot InformationJason Rhode
slides from initial informational meeting held 5/14/2010 introducing the features of the Blackboard Portfolio tool to be piloted during summer and fall 2010 at Northern Illinois University
Tips for Assessing Student Learning Using BlackboardJason Rhode
The online assessment tools of Blackboard can be utilized to facilitate meaningful and memorable learning activities for students. These online assessment tools include: surveys, test, quizzes, and electronic submission of assignments. What are the most efficient and effective uses of the Blackboard assessment tools? What recommendations exist for reinforcing academic integrity and providing meaningful feedback? This online discussion to shared tips and best practices for assessing student learning using Blackboard.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
A model for feedback in teacher educationMark Carver
I suggest that the way feedback is understood in Higher Education is not sensitive enough to the experience of feedback in teacher education. I outline a new model with 5 components, and argue that it might usefully transfer back to HE more generally.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
The slides to accompany a ScaffoldLMS webinar on E-Assessment held on 2nd December 2014 at 10am AEDT. The webinar recordings can be accessed from the Nine Lanterns website: http://www.ninelanterns.com.au/knowledge-hub/welcome-nine-lanterns-elearning-knowledge-hub/demand-webinars
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
2. Flexible Formative Feedback
Faculty Consultation Goals
• Map departmental/disciplinary practice
• Shape project outputs according to need
• Secure staff buy-in to project
• Provide evidence base for strategy
3. Flexible Formative Feedback
Staff perspective:
‘I just got a pile of 120 exam scripts to mark and I have
to get it done in two weeks…’
Issues:
• Time pressure
• Issues of fairness
• Consistency
• Corner-cutting/rushing
• Generic comments
• Learning new technology
• Time in front of a screen
Strategies:
• Perseverance
•
•
•
•
•
•
•
•
Training and support
Proper clerical support
Access to correct tech – e.g. tablets
Openness – information
Alternative forms of feedback – audio?
Email feedback up front
Generic feedback used appropriately
Shared generic feedback as feedforward?
4. Flexible Formative Feedback
Staff perspective:
‘I always give lots of prompt, individualised feedback on
assessed work, but I still get a poor feedback rating on the
module review…’
Issues:
•
•
•
•
•
Legibility of feedback
What do students actually want/need
Usefulness of module review forms?
Disengagement with generic feedback
Grade eclipsing feedback
Strategies:
• Rating feedback after a module?
• Feedback before grade
• Addressing cultures of
expectations
• Using personal tutor to make
connections
5. Flexible Formative Feedback
Staff perspective
‘I give plenty of feedback on exam scripts but the
students never bother to pick them up…’
Issues:
• Summative use only?
• Lazy students
• Low perception of
usefulness
Strategies:
• Delivered via tutors?
• Office hours designed for
specific purpose
6. Flexible Formative Feedback
Challenges
Diverse forms of
Feedback delivery
Weak uptake of
study skills training
Ambiguity of role of
personal tutor
Pressures to adopt
E-feedback
Weak use of feedback
across modules
Making space for
contact time
7. Flexible Formative Feedback
Making an impact
• Storing and managing feedback electronically
• Making use of feedback for action
• Monitoring use of feedback
• Embedding study skills into department culture
• Piggybacking on personal tutorials
• Securing student engagement with feedback
8. Flexible Formative Feedback
Feedback Framework
Feedback
study skills
course
Using…
• Designed for adaptability
to discipline
• Embedded into level 1
Modules
• Delivered via 301 as a
study skills course
Feedback
logbook/
journal
Monitored
via…
• Method for joining up
feedback across modules
• Compiling feedback
• Reflecting on feedback
• Identification of action
points
Personal
tutorials
• Route in via existing
practice
• Joining up elements of
the student journey
• Making a stronger case
for usefulness of
personal tutorials
9. Flexible Formative Feedback
Points for further consideration
• What would a feedback course/module look like? How would it
be delivered? (similar model to Doctoral Training Centre?)
• What platform would be used for a feedback logbook/portfolio?
• How can this be used to encourage good feedback practice from
teaching staff?
• How can this be integrated into employability (i.e. through
HEAR/Sheffield Graduate)?
• Can the process be professionalised – recognised by potential
employers?
