LAK '17 Trends and issues in student-facing learning analytics reporting sys...Bob Bodily
This presentation was given at the 7th Learning Analytics and Knowledge conference (2017) in Vancouver, BC. It presents the trends and issues in student-facing learning analytics reporting research as identified by a literature review including over 90 articles.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
LAK '17 Trends and issues in student-facing learning analytics reporting sys...Bob Bodily
This presentation was given at the 7th Learning Analytics and Knowledge conference (2017) in Vancouver, BC. It presents the trends and issues in student-facing learning analytics reporting research as identified by a literature review including over 90 articles.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Using real-time dashboards to improve student engagement in virtual learning ...Bob Bodily
In this presentation, I discuss the technical requirements for collecting learning analytics data in an open environment, the analytics system we have created to facilitate real-time data collection, screenshots of our student and instructor dashboards, and some statistical analyses conducted to improve our dashboards.
Visit BobBodily.com for more information about my research.
The RISE Framework: Using learning analytics for the continuous improvement o...Bob Bodily
We present the Resource Inspection, Selection, and Enhancement (RISE) framework, a learning analytics framework designed to enable teachers to engage in the continuous improvement process. This framework helps identify resources that should be evaluated by a teacher or an instructional designer.
Visit BobBodily.com for more information about my research.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Using Ping SSO to Boost Student EngagementDave Shields
Presented at Cloud Identity Summit 2017 (now Identiverse), learn how the University of Oklahoma used Ping SSO data to boost student retention rates at OU.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Predictive analytics has been a hot topic recently as there have been many controversial questions asked if it will negatively impact students with a discouraging prediction.
The power of predictive analytics in education isn’t determining a student’s future in advance. It’s helping shape positive outcomes while there is still time to act. With large class sizes and growing advisor to student ratios, identifying students in need of help can be a difficult challenge. Instructors can see current grades or whether students complete assignments on time, but this limited view does not capture the students who might be likely to struggle later in the semester even though they are doing fine now.
Nicole will share about how institutions can forecast student success and struggles in their learning and how you can run a cutting-edge way of leveraging data with timely interventions offers a potentially powerful mechanism of students identification at the point and time of failure, before it is too late, and offering them strategies to overcome failures.
Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Using Ping SSO to Boost Student EngagementDave Shields
Presented at Cloud Identity Summit 2017 (now Identiverse), learn how the University of Oklahoma used Ping SSO data to boost student retention rates at OU.
ePortfolio for work integrated learning - Jessica Tsai & Christine Slade (Uni...ePortfolios Australia
The University of Queensland (UQ) is investigating a sustainable ePortfolio technology that enables the monitoring, capturing and evaluating of Work Integrated Learning (WIL) across 25 disciplines. The presentation will outline the process that the project has undertaken to arrive at a recommendation for the most appropriate solution. The process has included an analysis of current teaching and learning practices and program and course-level needs to establish functional requirements, identification of potential off-the-shelf products, and proof-of-concept testing to establish the best-fit solution. This approach has enabled UQ to provide one platform that is integrated with the central learning management system which also meets the University’s teaching and learning needs with respect to WIL.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
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.
Utilizing Multiple Grader Rubrics for Practical Assessment of Student Perform...ExamSoft
This session will be a recap of the workshop provided by Drs. Jimenez and Zahl at the 2015 ExamSoft Assessment Conference. Methods for utilizing ExamSoft multiple grader rubrics for practical assessment activities will be discussed. Building a multiple grader rubric and assigning graders to student groups will be demonstrated. Procedures to track and categorize student performance data will be discussed and strategies for faculty collaboration will be shared. Physical and technological logistics associated with utilizing multiple grader rubrics for practical assessments will be outlined for replication. Utilizing audience response technology and a Q&A session, participants will be actively engaged in an exchange surrounding the topics presented and how they can be applied in their academic setting.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Introduction to Usability Testing for Survey ResearchCaroline Jarrett
The basics of how to incorporate usability testing in the development process of a survey. Workshp first presented at the SAPOR conference, Raleigh, North Carolina USA, October 2011 by Emily Geisen of RTI and Caroline Jarrett of Effortmark.
Digital Places: Location-based Digital Practices in Higher Education using Bl...Ian Glover
Presentation given at Ed-Media 2018 containing example use cases for Bluetooth Beacons in Higher Education. Full paper available at https://www.researchgate.net/publication/325929926_Digital_Places_Location-based_Digital_Practices_in_Higher_Education_using_Bluetooth_Beacons
Exploring the Educational Potential of the Internet of Things (Internet of Th...Ian Glover
The Internet of Things (IoT) has huge disruptive potential for many aspects of life, including education. This presentation, presented at the ALT-C conference 2015, looks at some of the key IoT technologies and how they might be used in an educational context.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Open Badges (Contemporary Approaches to Teaching workshop)Ian Glover
Short overview of Open Badges for a 15 minute workshop. Part of the Contemporary Approaches to Teaching event at Sheffield Hallam University on 10th December 2013
Building Resources to Encourage Innovation in Teaching PracticeIan Glover
Invited presentation for the Leading the Learning Landscape network. The presentation outlines Sheffield Hallam University's project for the national Changing the Learning Landscape programme. Links to some of the resources are embedded in the presentation.
Open Badges in Higher Education - Perception and Potential Ian Glover
Presentation from ALT-C 2013 (#altc2013). Provides an overview of what open badges are, some insight into how they could fit into higher education, and information about how to get started using them.
Investigating Perceptions and Potential of Open Badges in Formal Higher Educa...Ian Glover
Slides from presentation at Edmedia 2013. They cover the findings of our research and some recommendations on how to start using Open Badges at other institutions
Integrating Flickr-based Images into Moodle to Increase Visual Appeal and Dyn...Ian Glover
Presentation from Edmedia 2011 on an add-on to the Moodle Virtual Learning Environment that I wrote to show carousels of images on (the typically dull and static) module pages. The code was released back to the community for anyone to use.
The Distributed, Web 2.0 VLE? Incorporating External Content Platforms into ...Ian Glover
Presentation from ALT-C 2011 on the move towards using thrid-party online platforms rather than institutional ones, and how this information can be brought into the institutional systems.
A Tale of One City: Intra-institutional Variations in Migrating VLE PlatformIan Glover
Presentation from ALT-C 2012 about lessons learned when migrating between Virtual Learning Enviroments, though the lessons would also be relevant in migrations of other types of software platforms
Play as You Learn: Gamification as a Technique for Motivating LearnersIan Glover
Presentation for award-winning paper at Edmedia 2013 (Freely downloadable from http://www.editlib.org/p/112246/). It provides an overview of the principles of gamification and motivation and contains suggestions on things to consider when gamifying education.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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/
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
2. Outline
• The Problem(s)
• Possible Solutions
• SCOF
• Potential Uses
• Demonstration
• Early Results
• Future Work
3. Problem - Sector (UK)
• Increasing student demand for meaningful feedback.
• Higher student fees = better ‘value’ needed.
• Reduced government funding = less resources per student.
• National Union of Students Charter on Feedback & Assessment
(Summary)
4.
5. Problem - Institution
• Institution-wide feedback timescale (3 weeks max.)
• Increased reliance on PhD students for grading
• Huge pressure to increase research outputs
6. Problem – School/Faculty
• Wide variety of assessment methods:
• Online, Offline (Hard copy), Situated (Labs)
• Reports, schematics, models, software, presentations, …
• Little exposure to learning technologies or pedagogical
good practice
• Conservative mind-set – resistant to new processes
7. Possible Solutions
• Quality-focussed solutions
• Formal moderation of all feedback
• Mandatory training in providing good feedback – including periodic
reviews
• Peer review of feedback
• Speed-focussed solutions
• Rubrics/Feedback schema
• Brief audio/video summaries
• Generic feedback for whole cohort
8. But…
• Rubrics/Schemes trade individuality for speed (Stevens & Levi, 2004)
• Detailed feedback necessarily focuses on errors/problems
• Little time to encourage and praise good work (Nicol & Macfarlane-Dick, 2006)
• Students have mixed reactions to rubrics
• Like the speed of feedback they allow
• Dislike the impersonal text
(Andrade & Du, 2005)
• Yet, standardisation can help students make better use of
feedback (Duncan, 2007)
11. SCOF
• Aims to give the speed of
rubrics, but encourage
consistent, high-quality personal
feedback.
• Can include grades for each
feedback item.
• 3-stage process
• Select scheme values
• Customise generated output
• Save final file
Example Scheme in SCOF
Feedback Editing
12. SCOF
• Produces ‘rich’ electronic
documents with images, links,
styling, etc.
• Output not obviously based on a
rubric
Example Final Output File (PDF)
13. SCOF
• Intended for use on Tablets (e.g. iPads, Android, etc.) and
Smartphones, as well as PCs.
• Can import gradebook from Moodle for easier
personalisation.
• Though not linked to particular assessment type, or distribution
platform (i.e. VLE).
14. Potential Uses
• ‘Instant’ feedback, e.g. for presentations
• Support ‘Feedforward’ practices by giving links to extra
resources.
• Provide quality base feedback for use by inexperienced
graders
• Peer review by students
• Focus on common aspects = more time on specifics
16. Early Results
• Pilots across 4 schools at City (Social Sciences, Health,
Informatics, Engineering)
• Students appreciate the increased speed of receiving
feedback
• Staff like the efficiency increases in producing quality
feedback
• But, some resistance due to having to plan the feedback scheme prior
to grading.
17. But Don’t Just Take
My Word For It!
Daniel Apau (Pilot User, Lecturer in Health Sciences)
18. Future Work
• Open Source release
• Feedback bank to enable reuse of existing items
• Save values in database, then statistical analysis of
performance across assessments
• Closer integration with Moodle
• Offline version?
20. References
• Andrade, H. & Du, Y. (2005).
Student perspectives on rubric-referenced assessment. Practical Assessment,
Research & Evaluation, 10(5). [Online]
• Duncan, N. (2007). ‘Feed-forward’: improving students’ use of tutors’ comments
. Assessment & Evaluation in Higher Education. 32 (2). [Online]
• Nicol, D. J. & Macfarlane-Dick, D. (2006).
Formative assessment and self-regulated learning: a model and seven principles of g
. Studies in Higher Education, 31 (2). [Online]
• Stevens, D.D. & Levi, A.J. (2004). Introduction to rubrics: An assessment tool to
save grading time, convey effective feedback and promote student learning,
Sterling, VA: Stylus
Editor's Notes
Feedback charter has 10 principles: 1. Formative assessment and feedback should be used throughout the programme 2. Students should have access to face-to-face feedback for at least the first priece of assessent each academic year 3. Receiving feedback should not be exclusive to certain forms of assessment 4. Feedback should be timely 5. Students should be provided with a variety of assessment methods 6. There should be anonymous marking for all summative assessment 7. Students should be able to submit assessment electronically 8. Students should be supported to critique their own work 9. Programme induction should include information on assessment practices and undersatning marking criteria 10. Students should be given a choice of format for feedback