UPA 2012 Mentoring Poster. How to be a Better UX Mentor: The Mentee's Perspective.
This poster corresponds to the User Experience Mentoring group on LinkedIn, where you can find a mentor or mentee.
UPA 2012 Mentoring Poster. How to be a Better UX Mentor: The Mentee's Perspective.
This poster corresponds to the User Experience Mentoring group on LinkedIn, where you can find a mentor or mentee.
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
School Counselors Empowering Students with Disabilities:
Explore student learning styles and strengths
Discuss student transitions and collaboration with the special education department
Share ideas on empowering students to self-advocate
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
School Counselors Empowering Students with Disabilities:
Explore student learning styles and strengths
Discuss student transitions and collaboration with the special education department
Share ideas on empowering students to self-advocate
How can technology be used to improve the learner experience at points of tra...Becka Colley-Foster
Literature review, funded by the Higher Education Academy and Evidence Net, looking at whether online systems can support student engagement at points of transition. Review compiled by the University of Bradford in conjunction with ELESIG (http://elesig.ning.com). Review completed by Ruth Lefever and Becka Currant with help from Dr Lesley Diack.
Keynote presented to University of Bedfordshire, June 2008. Focus on how we support and respond to diverse student needs with an ever changing student population. What is it like to be a student in the 21st century?
Leading Learning Behaviour and AttendanceNick Burnett
Despite continued improvement in academic standards across most of the Asia Pacific Region, an unacceptable proportion of children become disaffected with school, resulting in poor learning behaviour, lack of progress, declining attendance or lack of inclusion in school.
Excelsior’s business is in the field of Skill Development. This is in line with the growing opportunities of Skills Training in Indian Education system. Right from the early ages, students ignore the importance of basic skills like Table Manners, Public Speaking, Communication and Grooming and Excelsior bridges that gap without affecting the students’ busy academic schedule. It conducts interactive workshops for the K-12 segment in areas important for their all round development.
For the thousands of Engineering and Management institutes, Skills Training continues to be a pain area which Excelsior addresses through its researched content and highly interactive workshops conducted only by IIM Alumni with years of experience. Excelsior also provides these students a platform to prove their talent by inviting companies to the campus leveraging its vast IIM Alumni network and strong industry tie-ups.
Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Why Am I Here? Why Should I Stay?
Becka Colley
Dean of Students, University of Bradford
National Teaching Fellow
2. Content
• Understanding student doubters
• Building communities and encouraging
belonging
• Taking responsibility and making change
happen
3. Stating The Obvious But…
• Higher Education is changing… (has
changed)
“The university system is in need of
„radical change‟ to provide a better deal
for taxpayers and students” (Willetts, 10 June 2010)
• How has the sector responded?
• What have you done differently?
4. Drivers for Change
• Diversity of entry routes
• Issues of dealing with developing autonomy
• Older – with additional responsibilities/issues?
• More local, many with existing established
peer groups
• Earning whilst learning
• Disengaged learners seeking qualification
whilst unsure what University life is about
• Reduction in places: increased competition
5. • In the UK, only 1 in 12 (8%) of students
leave HE during their first year.
• Between 1/3 to 2/5 *think* about leaving.
6. Reasons for Doubting?
• Academic issues.
• Feelings of isolation and/or not fitting in.
• Concern about achieving future
aspirations.
7. Why Do Students Leave University?
• Because they are not engaged
• Not engaged academically
– “I am not clever enough”
– “The course is not what I thought it would be”
• Not engaged socially
– “I feel lonely”
– “I am homesick”
– “The other students are not friendly”
8. Why Are You Here?
• Because “I have nothing else to do”
• Because “my parents/siblings told me to
come”
• Because “I don‟t want to get a job”
• Because “I want to study the subject”
• What impact will this have on
engagement? How do we support a
different learning experience?
9. Teaching, learning
support, facilities
Academic
Goal Integration
Prior
qualifications Commitment
Institutional
Commitment
Individual
attributes
Dropout
decisions
Family
attributes, e.g.
parental
education
Debt, Social
counselling, Integration
medical,
personal,
family
Tinto’s (1993) model
events.
10. The HERE Project
• Explored two themes associated with
retention:
I. Impact of doubting on students’ decisions to
persist
II. Impact of individual programme teams on
retention
11. Key Findings
• Approx 1/3 of first years • Programme issues are
Key Findings
have experienced doubts primary reason for
sufficiently strong to make doubting.
them consider leaving. • 4 main reasons to stay:
• Doubters are more likely friends; adapting to
to leave than non- course; personal
doubters. commitment; future goals.
• Doubters reported a • Strongest doubts from
poorer quality experience students with least
than non-doubters. positive experiences.
• Usually more than one • Some student groups
reason for doubting. more likely to doubt than
others.
12. Key recommendations
1. Identify and respond to 5. Improve social integration.
students at risk. 6. Improve a sense of belonging.
2. Help students to make 7. Foster motivation and help
the transition to being students understand how the
effective learners at programme can help achieve
university their future goals.
3. Improve the 8. Encourage students’ active
communication and engagement with the
relationships with staff. curriculum.
4. Help students make 9. Ensure that there is good
more informed decisions communication about and
about choosing the right access to additional student
course in the first place. support.
14. Institutional Reflective Checklist
To what extent:
• Does the institution actively nurture a culture of belonging?
• Do staff feel responsible for student belonging, retention and
success?
• Are high quality student centered learningh and teaching seen
as integral?
• Does the institution develop the capacity of its students?
• Does institutional data and monitoring support student
belonging?
• Do all students feel like they belong and are supported?
15. • How can educational development support
change?
16. • How can we make things different?
• How can we ensure the reflective checklist
is implemented?
• How do we make staff care about the
student experience?
17. Academic System
Curricula
Curriculum Assessment Academic
design and
delivery and feedback development
contents
Example interventions
Extended Problem Formative
Personal
and Peer /enquiry feed-
tutors/
integrated learning based forward/
advisers
induction learning feedback
18. Social System
Social
Co-curricula Travel and Social
spaces and
activities accommodation networking
facilities
Example interventions
Accredited/inte Pre-arrival Extended
Learning
grated & transition opening
communities
volunteering forums hours
19. Professional Service
System
Learning and Progression
Pre-entry Pastoral
Teaching (library,
(admissions, outr (counselling, fina (Careers, alumni
academic skills,
each, marketing) nce help, SU) support)
disability service
Example interventions
Early and
Peer Student
extended Exit support
mentoring helpdesk
induction
20. Organisational System
Corporate Leadership, wh Inclusive & Co-ordinated,
mission, vision ole staff aligned evidence
& strategic responsibility, policies & informed
objectives CPD procedures strategy
Example interventions
Inclusive & Staff Managing
Triangulated data
accountable recruitment, reward student
use at programme
validation and recognition engagement
level
processes policies opportunities
21. Building Communities
• Belonging is crucial
• Staff and students
• Do you feel you belong to the university
community? How? Why? Evidence it!
• How do you create and maintain a
community?
23. Issues of Belonging
Why do they leave? Why do they stay?
• Lack of social life and • My fellow students have
community activity and helped me a lot. They
involvement have been very
• I have no social life here supportive and are
• Very limited activities to always helpful.
simply relax and • Support of class mates
socialize. • The people on my course
(also financial, pressure and in my group have
of work, course related helped me throughout the
issues) course of the year
• The support of other
students
24. Ten Ways to Change Undergraduate Education
1. Make Research-Based Learning the Standard
2. Construct an Inquiry-Based Freshman Year
3. Build on the Freshman Foundation
4. Remove Barriers to Interdisciplinary Education
5. Link Communication Skills and Course Work
6. Use Information Technology Creatively
7. Culminate with a Capstone Experience
8. Educate Graduate Students as Apprentice Teachers
9. Change Faculty Reward Systems The Boyer Commission on
Educating Undergraduates
10. Cultivate a Sense of Community in the Research University: REINVENTING
UNDERGRADUATE EDUCATION
Boyer, 1999
25. Possible examples
• Group sessions
• Interactive activities
• Online and face2face support
• Personal tutor groups
• Links with other
modules/courses/Schools/Colleges
• Links outside the curriculum e.g. Student
Union
• Curriculum based induction
26. Students Don’t Need No Induction
• We should abolish freshers
activities/programmes as they don’t work.
– Information overload
– Difficult to make friends
– Too much alcohol
– No integration for different types of students
• Focus more on curriculum based
integration within academic programme
27. Individual level: What Can We Do?
• Identify student expectations of University
• Make explicit institutional requirements
• Demystify the complex, codified structures
• Provide holistic induction experience
• Supportive assessment process
– Provide early formative assessment
– Engage with curriculum to inspire learners
• Define curriculum engagement
• Academic and Social integration
Possible clicker Q: How many of you teach classes with a) international students, b) disabled students, c) BME students, d) Students who live at home, e) mature studentsA: none of the aboveB: 1 of aboveC: 2 / 3 of the aboveD: 4 / 5 of the above
Travel – wrong mode of transport for destination, lack of planning etc
Relevant Student centred Strategy levelMulti-pronged: Addressing multiple aspects of student experience; range of interventions Collaborative Range of interventions Across student lifecycle Co-ordinated Whole staff responsibility Transparent Intervention level Timely – at the right time and in advance Collaborative