Sp190305ss
•Download as PPTX, PDF•
0 likes•105 views
This document discusses writing intended learning outcomes for university courses. It explains that learning outcomes should state what students are expected to know or be able to do after completing a subject. Learning outcomes help provide transparency for students and need to be observable and measurable. The document outlines key components of learning outcomes, including using action verbs and specifying the expected knowledge or skills. It also describes how learning outcomes fit within a hierarchy from university-level graduate attributes down to class-level outcomes.
Report
Share
Report
Share
Recommended
Policies on implementation of ste
The document outlines policies and guidelines for implementing a Science, Technology, and Engineering (STE) program at the secondary level. It discusses the vision, academic program structure, screening process, promotion/retention criteria, assessment, and management of the STE program. Key aspects include offering core subjects plus additional research courses, screening students based on academic achievements and aptitude, and promoting students who attain proficiency in STE subjects and approaching proficiency in others.
ASSESSMENT IN HIGHER EDUCATION-8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
PetrSU curriculum development
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
New k 12 grading system
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Assignment in 115
The document discusses the Outcomes-Based Education (OBE) format for lesson planning. OBE is defined as an educational approach focused on demonstrating student learning based on specified outcomes. An OBE lesson plan has 4 steps: 1) defining learning outcomes and assessments, 2) teacher presentation, 3) student activity, and 4) continuous assessment. The document provides a template for an OBE-based lesson plan consisting of sections for context, content, outcomes, presentation/activity/assessment, resources, and teacher reflection. It emphasizes focusing lessons on essential competencies and allowing for smooth transitions between grades and subjects.
Grading system (education)
The document discusses grading in education systems. It provides details on:
1) The history of grading, beginning in 1785 at Yale University where grades were recorded as "Optimi", "second Optimi", and "Inferiores".
2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
Evaluating professional development opportunities for Teaching Assistants wit...
Author: Clair Charalambous, Bridgend College.
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
Pdst poster
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
Recommended
Policies on implementation of ste
The document outlines policies and guidelines for implementing a Science, Technology, and Engineering (STE) program at the secondary level. It discusses the vision, academic program structure, screening process, promotion/retention criteria, assessment, and management of the STE program. Key aspects include offering core subjects plus additional research courses, screening students based on academic achievements and aptitude, and promoting students who attain proficiency in STE subjects and approaching proficiency in others.
ASSESSMENT IN HIGHER EDUCATION-8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
PetrSU curriculum development
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
New k 12 grading system
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Assignment in 115
The document discusses the Outcomes-Based Education (OBE) format for lesson planning. OBE is defined as an educational approach focused on demonstrating student learning based on specified outcomes. An OBE lesson plan has 4 steps: 1) defining learning outcomes and assessments, 2) teacher presentation, 3) student activity, and 4) continuous assessment. The document provides a template for an OBE-based lesson plan consisting of sections for context, content, outcomes, presentation/activity/assessment, resources, and teacher reflection. It emphasizes focusing lessons on essential competencies and allowing for smooth transitions between grades and subjects.
Grading system (education)
The document discusses grading in education systems. It provides details on:
1) The history of grading, beginning in 1785 at Yale University where grades were recorded as "Optimi", "second Optimi", and "Inferiores".
2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
Evaluating professional development opportunities for Teaching Assistants wit...
Author: Clair Charalambous, Bridgend College.
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
Pdst poster
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
e-portfolio
THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA para el congreso, 3rd Annual Forum on e-Learning Excellence in the Middle-East 2010: Bringing Global Quality to a Local Context (1-3 Febrero, Dubai)
Edu555 course info mac15 jul15
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
Presentation
This presentation discusses teaching strategies and taxonomies. It provides an overview of Bloom's Taxonomy, which has three domains: cognitive, affective, and psychomotor. SOLO Taxonomy is also discussed, which was developed in 1982 and has five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The presentation explores using taxonomies to enhance lesson planning, delivery, assessment, and evaluate learning outcomes. It also distinguishes between surface and deep knowledge.
State board leadership doc
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Isabella_Practicum_Assessment
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
Equivalency of courses transcripts, credit system
Indian citizens possessing foreign nursing qualification are examined individually & after examination the syllabi and conformation from concerned foreign authorities, the nurses are granted approval for registration in India with the recommendation of equivalence committee under Section 11(2)(a) INC Act. 1947.
The Student Success And Faculty Development Grant Programaacn
This document discusses a grant program that aimed to engage students in the classroom through active learning strategies. Faculty across disciplines were encouraged to apply for grants to research and implement active learning strategies in their courses. In the first year, six faculty received grants. They researched strategies and implemented a classroom research project. Initial results found that students had a more positive opinion of concept mapping after its use in one course. The program increased faculty use of active learning strategies and had positive student responses. It is recommended that other programs explore interdisciplinary collaboration to develop active learning strategies.
Strategic learning and the qualifications arms race
This document discusses issues related to the proliferation of qualifications and reforms in the UK education system. It notes the many changes that have been made to A-levels, GCSEs, and other qualifications over time. Interviews with students and teachers suggest that the curriculum and exams have become too focused on recall and learning the mark scheme rather than developing understanding. This has led to a "performativity culture" where students are strategic learners aiming to get good exam results rather than acquiring knowledge and skills. The document calls for less frequent system-level changes and more efforts to ensure standards accurately reflect needs for higher education, careers, and international comparisons.
Linking sse-and-framework-for-jc (2)
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
RESTRUCTURING HIGHEHR
The document outlines reforms to higher education including implementing a semester system, choice-based credit system, and continuous assessment. Key aspects include dividing the academic year into two semesters of 18 weeks each, describing courses in terms of credits reflecting the required workload, and evaluating students through internal and end-of-semester external assessment combined with a grading system.
EVALUATION AT SECONDARY LEVEL-8624
This document discusses evaluation at the secondary level in Pakistan. It covers the concept, nature, and importance of evaluation including determining academic progress, motivating students, and making educational decisions. The document also discusses internal and external evaluation systems, with internal exams conducted by schools and external exams conducted by outside authorities. Finally, it discusses the process of evaluation including planning, implementation, and feedback to improve the quality of education.
Integrated Student Centered Curriculum
This document discusses Ohlone College's integrated student-centered curriculum and assessment of student learning outcomes. It emphasizes choosing improvement over mere compliance with accountability standards. The college aims to promote a more effective learning environment through widespread instructional improvement and by giving faculty a voice in curriculum development. Key aspects include establishing student learning outcomes at the program, course, and institutional levels and using assessment of student performance to evaluate outcomes and make improvements. The process involves writing measurable outcomes, developing assessment methods and rubrics, analyzing evidence, planning for and acting on improvements.
Delta exam
The Delta Exam is designed for experienced English language teachers to further their careers through three modules: 1) Understanding language methodology and resources, 2) Developing professional practice through lesson planning and teaching, and 3) Extending practice in a specialist area or English language teaching management. Module 1 is assessed through written exams, Module 2 through a teaching portfolio, and Module 3 through an extended written assignment focused on a specialist topic or management area. Successful completion of all three modules results in a Delta qualification certificate.
Manchesterschooloftechnologyhighschoolprofile
The Manchester School of Technology High School (MSTHS) offers an innovative project-based learning curriculum with the same academic requirements as the district's other high schools. Students can earn college credits and complete high school in three to five years through an individualized learning plan. The curriculum focuses on using technology and participating in career-focused projects, internships, and mentorships. Graduates of MSTHS will be prepared for college or a career and will demonstrate strong academic and social skills like critical thinking, problem solving, collaboration, and civic responsibility.
Instructional Planning and Development
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
McIntosh School District Teacher Portfolio Rubric
This document outlines the rubric and requirements for teacher portfolio submissions in the McIntosh School District. It provides guidance in two domains: Domain I focuses on planning and preparation, requiring teachers to submit lesson plans, student assessments, MAPS scores if applicable, and a list of interventions used. Domain IV focuses on professional responsibilities, requiring evidence of parent communication, student attendance records, classroom management documentation, records of professional development, staff meeting agendas, and an overview of leadership activities. Teachers must sign and submit their portfolio to an administrator for evaluation and to be placed in the teacher's file.
AFBP
This document outlines guidelines for implementing the Academic Focused-Bridging Program (AFBP) in the Philippines. The AFBP aims to provide out-of-school youth and adults who passed the secondary level nonformal education tests access to tertiary education or vocational training. It focuses on building skills in science, math, English, history and test preparation. Implementation will be led by service providers who must meet criteria regarding their track record, management and financial capabilities. The Bureau of Nonformal Education will provide learning modules, technical assistance, and monitoring to ensure the success of the AFBP.
Instructional planning
The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
Instructional planning and Devalopment
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
Introduction to Designing Assessment Plans Workshop 1
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Inclusive Planning And Assessment Of The Curriculum - Session Two
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
CONSTRUCTING OF PILO, CILO and ILO.pptx
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
More Related Content
What's hot
e-portfolio
THE PRACTICAL APPLICATION OF E-PORTFOLIO AT THE OPEN UNIVERSITY OF CATALONIA para el congreso, 3rd Annual Forum on e-Learning Excellence in the Middle-East 2010: Bringing Global Quality to a Local Context (1-3 Febrero, Dubai)
Edu555 course info mac15 jul15
1. This document provides information on the EDU 555 Curriculum and Instruction course offered in the semester of Mac 15 - Jul 15. It outlines the course description, outcomes, contents, learning activities and assessments.
2. The course will be divided into curriculum and instruction sections. It will cover principles of curriculum design, models of curriculum development, and approaches to instruction and materials.
3. Students will be assessed through tests, group projects, presentations, lesson planning, microteaching, participation and portfolio submission. They must demonstrate knowledge of curriculum and instruction concepts and apply them to designing a course and teaching lessons.
Presentation
This presentation discusses teaching strategies and taxonomies. It provides an overview of Bloom's Taxonomy, which has three domains: cognitive, affective, and psychomotor. SOLO Taxonomy is also discussed, which was developed in 1982 and has five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The presentation explores using taxonomies to enhance lesson planning, delivery, assessment, and evaluate learning outcomes. It also distinguishes between surface and deep knowledge.
State board leadership doc
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Isabella_Practicum_Assessment
This document contains a summative assessment of a teacher candidate's practicum from December 2013 to March 2014. It evaluates the candidate across several elements of teaching practice, including initiative, use of feedback, classroom management, lesson planning, instructional strategies, and assessment. The associate teacher provides positive feedback, noting the candidate demonstrated responsibility, engaged students, improved pacing of lessons, and was effective in self-reflection and using assessment to guide instruction. The assessment recommends the candidate for the teaching profession.
Equivalency of courses transcripts, credit system
Indian citizens possessing foreign nursing qualification are examined individually & after examination the syllabi and conformation from concerned foreign authorities, the nurses are granted approval for registration in India with the recommendation of equivalence committee under Section 11(2)(a) INC Act. 1947.
The Student Success And Faculty Development Grant Programaacn
This document discusses a grant program that aimed to engage students in the classroom through active learning strategies. Faculty across disciplines were encouraged to apply for grants to research and implement active learning strategies in their courses. In the first year, six faculty received grants. They researched strategies and implemented a classroom research project. Initial results found that students had a more positive opinion of concept mapping after its use in one course. The program increased faculty use of active learning strategies and had positive student responses. It is recommended that other programs explore interdisciplinary collaboration to develop active learning strategies.
Strategic learning and the qualifications arms race
This document discusses issues related to the proliferation of qualifications and reforms in the UK education system. It notes the many changes that have been made to A-levels, GCSEs, and other qualifications over time. Interviews with students and teachers suggest that the curriculum and exams have become too focused on recall and learning the mark scheme rather than developing understanding. This has led to a "performativity culture" where students are strategic learners aiming to get good exam results rather than acquiring knowledge and skills. The document calls for less frequent system-level changes and more efforts to ensure standards accurately reflect needs for higher education, careers, and international comparisons.
Linking sse-and-framework-for-jc (2)
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
RESTRUCTURING HIGHEHR
The document outlines reforms to higher education including implementing a semester system, choice-based credit system, and continuous assessment. Key aspects include dividing the academic year into two semesters of 18 weeks each, describing courses in terms of credits reflecting the required workload, and evaluating students through internal and end-of-semester external assessment combined with a grading system.
EVALUATION AT SECONDARY LEVEL-8624
This document discusses evaluation at the secondary level in Pakistan. It covers the concept, nature, and importance of evaluation including determining academic progress, motivating students, and making educational decisions. The document also discusses internal and external evaluation systems, with internal exams conducted by schools and external exams conducted by outside authorities. Finally, it discusses the process of evaluation including planning, implementation, and feedback to improve the quality of education.
Integrated Student Centered Curriculum
This document discusses Ohlone College's integrated student-centered curriculum and assessment of student learning outcomes. It emphasizes choosing improvement over mere compliance with accountability standards. The college aims to promote a more effective learning environment through widespread instructional improvement and by giving faculty a voice in curriculum development. Key aspects include establishing student learning outcomes at the program, course, and institutional levels and using assessment of student performance to evaluate outcomes and make improvements. The process involves writing measurable outcomes, developing assessment methods and rubrics, analyzing evidence, planning for and acting on improvements.
Delta exam
The Delta Exam is designed for experienced English language teachers to further their careers through three modules: 1) Understanding language methodology and resources, 2) Developing professional practice through lesson planning and teaching, and 3) Extending practice in a specialist area or English language teaching management. Module 1 is assessed through written exams, Module 2 through a teaching portfolio, and Module 3 through an extended written assignment focused on a specialist topic or management area. Successful completion of all three modules results in a Delta qualification certificate.
Manchesterschooloftechnologyhighschoolprofile
The Manchester School of Technology High School (MSTHS) offers an innovative project-based learning curriculum with the same academic requirements as the district's other high schools. Students can earn college credits and complete high school in three to five years through an individualized learning plan. The curriculum focuses on using technology and participating in career-focused projects, internships, and mentorships. Graduates of MSTHS will be prepared for college or a career and will demonstrate strong academic and social skills like critical thinking, problem solving, collaboration, and civic responsibility.
Instructional Planning and Development
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
McIntosh School District Teacher Portfolio Rubric
This document outlines the rubric and requirements for teacher portfolio submissions in the McIntosh School District. It provides guidance in two domains: Domain I focuses on planning and preparation, requiring teachers to submit lesson plans, student assessments, MAPS scores if applicable, and a list of interventions used. Domain IV focuses on professional responsibilities, requiring evidence of parent communication, student attendance records, classroom management documentation, records of professional development, staff meeting agendas, and an overview of leadership activities. Teachers must sign and submit their portfolio to an administrator for evaluation and to be placed in the teacher's file.
AFBP
This document outlines guidelines for implementing the Academic Focused-Bridging Program (AFBP) in the Philippines. The AFBP aims to provide out-of-school youth and adults who passed the secondary level nonformal education tests access to tertiary education or vocational training. It focuses on building skills in science, math, English, history and test preparation. Implementation will be led by service providers who must meet criteria regarding their track record, management and financial capabilities. The Bureau of Nonformal Education will provide learning modules, technical assistance, and monitoring to ensure the success of the AFBP.
Instructional planning
The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
Instructional planning and Devalopment
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
What's hot (19)
The Student Success And Faculty Development Grant Programaacn
The Student Success And Faculty Development Grant Programaacn
Strategic learning and the qualifications arms race
Strategic learning and the qualifications arms race
Similar to Sp190305ss
Introduction to Designing Assessment Plans Workshop 1
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Inclusive Planning And Assessment Of The Curriculum - Session Two
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
CONSTRUCTING OF PILO, CILO and ILO.pptx
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
2.Instructional Objectives.pptx
Nursing education
And I will be home in a little after the meeting 🙂🙂🙂🙂🙂🙂 you want to do it is very important for you to comet ☄️ over and get it is very important to me some of your voice hi I will send you a picture of the money we have to buy you a picture of the money to buy a house in the morning and I can speak to buy you a new one for you to see the money we have to do it is very important to buy a house in the next few days are you working on the money we will be there around you and your family are doing well and I will send it to you tomorrow we will be home tomorrow we will be there is strategy for you to see the money 🤑 you want to do it is best to buy a house with you but I think it's the next few weeks are you doing today I will send you a link to the money we will have to do the next few weeks are you feeling today I think I will have to do it is physiology of you to see 🙈🙈 you are you working now or poikilocytosis the money 🤑🤑 you want me some of you have to do it is physiology lab 🧪 you are in the next few days are you working on the money we will have to get you a picture when I get it is physiology of the year you can you send me the link for Bsc Nursing education and your
Math 1 curr docs mar17, 2010@
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
Grounding of the UN CPD Scheme in the UKPSF
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
Standards based unit assessment design for k to 12
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
EVALUATION AND ASSESSEMENT IN ESP
The document discusses assessment and course evaluation. It defines assessment as evaluating needs, students' learning through testing, and evaluating course design effectiveness. Assessment involves considering who, what, why, how, when, and what is done with results. Course evaluation also considers these questions to improve learning and teaching. Formative evaluation occurs during instruction while summative evaluation happens at the end to improve future courses. Both students and teachers are involved in the evaluation process.
Class 1 overview
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
Class 1 ADLT 670
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit.pptx
This document provides information on curriculum mapping and curriculum quality audit. It defines curriculum mapping as a process of designing, refining, upgrading and reviewing the curriculum to ensure alignment of learning outcomes, content, and assessments. Benefits of curriculum mapping include addressing gaps or repetitions in the curriculum and connecting all initiatives from instruction to assessment. The process of curriculum mapping involves creating a matrix and populating it with outcomes, content, resources, teaching methods, and assessments. Curriculum quality audit ensures alignment with established standards and identifies gaps compared to standards. Sample curriculum maps and standards that can be used for quality audits are discussed.
015092579.pdf
This document discusses assessment and its role in the learning college. It provides 10 guiding principles for assessment in the learning college, including that assessment should be driven by college values, have long-term commitment and faculty leadership, clearly define learning outcomes, use sound research methods, and link to college planning. Assessment results should be used by faculty to improve learning. Overall, the document advocates for student outcomes assessment as a way to place learning at the center of the academic program and student experience in the learning college.
OBE pdf [Autosaved].ppt
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
Writing-Learning-Outcomes.pptx
This document provides guidance on developing student learning outcomes and assessing student achievement of those outcomes. It discusses the importance of writing measurable learning outcomes using action verbs from Bloom's taxonomy. Outcomes should describe what students will know and be able to do rather than internal processes like understanding. The document also discusses the difference between outputs, outcomes and goals, and emphasizes the importance of directly assessing student learning through exams, assignments or other demonstrations of knowledge and skills. University, program and course-level outcomes are interrelated and assessments should be aligned across levels. Both direct and indirect assessment methods are recommended.
Guidelines for SAR Writing
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
M2_Program Course and Intended Learning Outcomes_1.pdf
This document discusses constructing program learning outcomes, course learning outcomes, and intended learning outcomes. It defines each type of outcome and provides tips for developing effective and measurable outcomes. Program learning outcomes describe the skills and competencies students will gain from a degree. Course learning outcomes define what students will learn in a specific course. Intended learning outcomes are written from the student's perspective on what they will be able to do after a course. The document emphasizes the importance of curriculum mapping to ensure proper alignment between these different levels of outcomes.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptx
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Guidelines for SAR Writing
After completion of the training workshop, the participants will be able to know:
- Introduction regarding the Self-Assessment Report (SAR)
- Governance
- Curriculum Design & Review
- Teaching Learning and Assessment
- Student Entry Qualifications, Admission Procedure, Progress
and Achievements
- Physical facilities
- Student Support Services
- Research and Extension
- Staff and Facilities: Recruitment and staff development
- Process Management and Continuous Improvement
- SWOT Analysis
- Conclusion & Recommendation
102084 inclusiveeducationtheorypolicyandpractice (1)
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Similar to Sp190305ss (20)
Introduction to Designing Assessment Plans Workshop 1
Introduction to Designing Assessment Plans Workshop 1
Inclusive Planning And Assessment Of The Curriculum - Session Two
Inclusive Planning And Assessment Of The Curriculum - Session Two
Standards based unit assessment design for k to 12
Standards based unit assessment design for k to 12
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit.pptx
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit.pptx
M2_Program Course and Intended Learning Outcomes_1.pdf
M2_Program Course and Intended Learning Outcomes_1.pdf
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptx
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptx
102084 inclusiveeducationtheorypolicyandpractice (1)
102084 inclusiveeducationtheorypolicyandpractice (1)
More from Stuart Palmer
Wil palmer young_ss
This document discusses broadening work-integrated learning (WIL) placements for engineering and science students to better reflect where graduates work. Census data from Australia shows that while over half of engineering/science degree holders work in professional roles, many also work in other fields like management, IT, and education. The authors propose expanding WIL to include placements outside traditional disciplines to improve career outcomes. They describe electives at Deakin University that allow 112-160 hour pre-professional placements in varied workplaces, finding strong student interest. Broadening WIL placements better prepares generation Z students for diverse careers like those of previous generation graduates.
Text analytics showcase_ss
The document discusses using KH Coder to analyze text data. It provides examples of using KH Coder to create multidimensional scaling plots of over 11,000 tweets about workplace safety. It then outlines the key steps in KH Coder's text analysis process, including collecting text, pre-processing like word extraction, choosing a distance measure, performing dimensional reduction, and provides more examples analyzing tweets from a workplace safety Twitter account.
Sp208081ss
Domestic engineering student enrolments in Australia have been declining since 2008 while international enrolments have increased, leading to a higher proportion of international students. A 2020 study modeled the financial resilience of individual Australian universities facing lost revenue from reductions in international students due to COVID-19, finding impacts varied significantly between institutions. Separate data showed engineering graduates from one Australian university found employment or further study at higher rates than national averages, with most working in professional roles rather than technical or trade roles.
Sp190424ss
Using text analytics in benchmarking an engineering management major in a master of engineering course
Sp190423ss
Using qualitative student evaluation data to illuminate quantitative scale item ratings: seeing beyond the numbers
Sp190610ss
This document analyzes data from the Australian census to summarize occupational outcomes for engineering graduates. It finds that while 25% of engineering bachelor's graduates work as professional engineers, most do not and many are not working at all. Over time, even fewer graduates work as professional engineers as competition increases from people with other qualifications. The document also examines engineering graduate incomes, locations, and qualifications over time to understand trends in employment. It raises questions for engineering curriculum about preparing students for a wider range of career paths beyond traditional engineering roles.
Sp181012ss
This document describes a study that used Australian census data from 2006, 2011, and 2016 to analyze the occupational outcomes of graduates with bachelor's degrees in engineering. It found that while 25% of engineering graduates worked as professional engineers, 23.5% were not working. The majority of the professional engineering workforce had bachelor's degrees in engineering or related technologies. However, over time, fewer graduates were working as professional engineers and more were working in other roles or not at all. The study provides insight into the transferable skills of engineering graduates and the diversity of careers they enter.
Aaee no notes
This document summarizes data from the 2016 Australian census about employment outcomes for engineering bachelor graduates. It finds that 25% of engineering graduates work as professional engineers, with declining employment rates in and out of the engineering field since 2011. Even for professional engineering roles, there is significant competition from non-engineers. The document raises questions about how universities portray career outcomes to students and whether engineering curricula adequately prepare students for available roles.
Sp180503
1. The document discusses evaluation in engineering education, with a focus on potential data sources, ethics, representativeness, modelling, confounding factors, and publishing work.
2. It provides examples of using student marks, surveys, artefacts, learning management system data, census data, and social media data for evaluation purposes.
3. Models discussed include correlations, linear and logistic regression to explore relationships between factors and predict outcomes like student pass rates.
4. The goal is to evaluate initiatives and practices to identify areas for improvement, with the results potentially published in engineering education journals.
Sp180117sl
This study analyzed tweets containing three hashtags (#PCEHR, #MyHealthRecord, and #MyHR) related to personal electronic health records in Australia from August 2016 to August 2017. Time sequence and network analysis identified six influential users who discussed supporting or opposing views on the topic. The research aims to understand representation of Australia's national electronic health record system on Twitter and identify ways social media could better facilitate public engagement on this issue.
Sp180116ss
1. The document analyzes the Twitter engagement of a multinational engineering services company over three 6-month periods from 2016 to 2017.
2. Text analysis of the company's tweets and tweets mentioning them showed limited conversation, with the company mostly using Twitter as a megaphone rather than engaging in dialogue.
3. While the number of tweets from the company decreased over time, the number of tweets mentioning the company doubled, showing it was being discussed more even if not directly engaging. Overall there were about 10 times as many mentions as tweets from the company.
Sp180302ss
This document profiles Dr. Stuart Palmer and his career in engineering practice, education, and research. It discusses his qualifications and experience leading various projects related to engineering education, assessment practices, online learning environments, and using social media data in product design. It also outlines his future research interests in areas like engineering education, STEM education, graduate employability, and using frequency domain methods. Potential funding sources for this future work are also mentioned.
Sp170816
1. The document examines engineering students' use of Facebook as a social media "third space" separate from the university's formal learning management system.
2. It analyzes several public Facebook groups and pages related to engineering at Deakin University to map their content and activity over time.
3. Text analytics of posts in these groups show they contain a mix of social expressions as well as academic content and discussions of practical school matters, representing Facebook as a third space beyond the classroom.
Sp170405
This document summarizes census data on STEM graduate occupational outcomes in Australia. It finds that approximately half of STEM graduates work in a STEM occupation 10 years after graduation, consistent with studies in the US and UK. The document analyzes census data on the occupations of engineering and science graduates in Australia and finds that while about half of engineering graduates work as professional engineers initially, this declines with age and experience. Approximately one-third work as professional engineers long-term. For both engineering and science graduates, there is significant geographic clustering of graduates and jobs in state capital cities. The document raises questions about how undergraduate STEM curricula should prepare students for this variety of career outcomes and locations.
Sp170324
- Approximately half of engineering graduates will work in a professional engineering role initially, but that proportion declines over time such that long-term, about one-third will work as professional engineers.
- There are more people with engineering qualifications than there are professional engineering jobs, and engineers face competition from people without engineering degrees.
- Engineering jobs, degree-holders, and graduates are clustered strongly in state/territory capital cities, so competition for jobs is largely local.
Sp170326
The influence of geography on engineering employability and implications for undergraduate curriculum design
Sp170106
Using national census data to understand the science workforce and implications for curriculum design
Sp170111
Characterization of social media interactions for a national information and communication technology professional association
Sp160924
The document discusses representing modern research and development practices in school STEM curricula. It argues that science is not currently taught as it is practiced, with hypothesis, experimentation, observation, interpretation and debate. The ReMSTEP program aims to address this by having pre-service teachers experience contemporary science and math research and development practices. This includes opportunities for students to interact with scientists in research environments and for undergrad science students to engage with schools. The goal is to better equip teachers to integrate modern scientific practices into their classrooms. Challenges include aligning cutting-edge research with traditional curricula and getting busy researchers to represent their work for students.
Sp160414
In the undergraduate engineering program at Griffith University in Australia, the unit 1006ENG Design and Professional Skills aims to provide an introduction to engineering design and professional practice through a project-based learning (PBL) approach to problem solving. It provides students with an experience of PBL in the first-year of their programme. The unit comprises an underpinning lecture series, design work including group project activities, an individual computer-aided drawing exercise/s and an oral presentation. Griffith University employs a ‘Student Experience of Course’ (SEC) online survey as part of its student evaluation of teaching, quality improvement and staff performance management processes. As well as numerical response scale items, it includes the following two questions inviting open-ended text responses from students: i) What did you find particularly good about this course? and ii) How could this course be improved? The collection of textual data in in student surveys is commonplace, due to the rich descriptions of respondent experiences they can provide at relatively low cost. However, historically these data have been underutilised because they are time consuming to analyse manually, and there has been a lack of automated tools to exploit such data efficiently. Text analytics approaches offer analysis methods that result in visual representations of comment data that highlight key individual themes in these data and the relationships between those themes. We present a text analytics-based evaluation of the SEC open-ended comments received in the first two years of offer of the PBL unit 1006ENG. We discuss the results obtained in detail. The method developed and documented here is a practical and useful approach to analysing/visualising open-ended comment data that could be applied by others with similar comment data sets.
More from Stuart Palmer (20)
Recently uploaded
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLeveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Recently uploaded (20)
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Sp190305ss
- 1. Writing Intended Learning Outcomes Stuart Palmer 1
- 2. Session learning outcomes After completing this session, participants should be able to: • Explain the purpose of learning outcomes in Australian higher education; • Identify the essential components of a learning outcome statement for a university course/subject/class; • Critique the usefulness of learning outcome statements; • Produce class-level learning outcome statements for subjects offered by the Melbourne Dental School. 2
- 3. Learning outcomes - principles TEQSA require of programs: “the expected learning outcomes, their sequence of attainment and assessment” 3
- 4. Learning outcomes - principles TEQSA require of programs: “the expected learning outcomes, their sequence of attainment and assessment” • Statements that explain to students what they are expected to know or be able to do after completing the subject • Helpful in providing transparency for students • Must be observable and measurable – assessable • Good starting point for the design of activities and assessments 4From: Elliot, K. (2019) Designing a Curriculum EDUC90516
- 5. Aims, learning objectives and learning outcomes Aims or goals in teaching and learning reflect general intentions and desired outcomes of an institution, program or course Example: Curriculum and teaching practices aim to link students’ learning experiences to the world graduates will confront. Learning objectives refer to teachers’ intentions for learners, such as what students will be taught during the course or program Example: Students will be taught the conceptual and theoretical tools used in reasoning and problem solving, such as statistics, probability, logic, and decision theory. 5From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes
- 6. Learning outcomes are statements of what a student will be able to do or demonstrate at the completion of a certain sequence of learning (course, program). Example: At the end of the course students will be able to demonstrate the ability to use mathematical and statistical techniques relevant to the business subjects taught. 6 Aims, learning objectives and learning outcomes From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes
- 7. Hierarchy of learning outcomes 7 University graduate attributes
- 8. Hierarchy of learning outcomes 8 University graduate attributes Program learning outcomes
- 9. Hierarchy of learning outcomes 9 University graduate attributes Program learning outcomes Faculty mission Accreditation body
- 10. Hierarchy of learning outcomes 10 University graduate attributes Program learning outcomes Subject learning outcomes Faculty mission Accreditation body
- 11. Hierarchy of learning outcomes 11 University graduate attributes Program learning outcomes Subject learning outcomes Class learning outcomes Faculty mission Accreditation body
- 12. Attainment of learning outcomes 12 University graduate attributes Program learning outcomes Subject learning outcomes Class learning outcomes Faculty mission Accreditation body Learning activities
- 13. Attainment of learning outcomes 13 University graduate attributes Program learning outcomes Subject learning outcomes Class learning outcomes Assessment Faculty mission Accreditation body Learning activities
- 14. Attainment of learning outcomes 14 University graduate attributes Program learning outcomes Subject learning outcomes Class learning outcomes Assessment Faculty mission Accreditation body Learning activities
- 15. 15From: Elliot, K. (2019) Designing a Curriculum EDUC90516 Writing learning outcomes • Begin with a stem – After completing this class…
- 16. 16From: Elliot, K. (2019) Designing a Curriculum EDUC90516 Writing learning outcomes • Begin with a stem – After completing this class… • Then, use an action verb that lets students know what is expected – After completing this class, students are expected to be able to identify …
- 17. 17From: Elliot, K. (2019) Designing a Curriculum EDUC90516 Writing learning outcomes • Begin with a stem – After completing this class… • Then, use an action verb that lets students know what is expected – After completing this class, students are expected to be able to identify … • Then, add the content and context – After completing this class, students are expected to be able to identify characteristic style features of early seventeenth-century opera. By the end of this ________________________ , students are [class, subject, programme of study] expected to be able to ______ ________ ________. [verb] [content] [context]
- 18. 18From: Developing Learning Outcomes - Faculty of Medicine, Dentistry and Health Sciences, UWA
- 19. Learning outcome verb taxonomies 19 From: Airasian, Cruikshank, Mayer, Pintrich, Raths & Wittrock (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives
- 20. Learning outcome verb taxonomies 20 From: Airasian, Cruikshank, Mayer, Pintrich, Raths & Wittrock (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives From: Collis & Biggs (1986)
- 21. A list of useful verbs 21From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes
- 22. Things to look out for and avoid • Learning outcomes are written as learning objectives • A learning outcome is too specific for the course/subject level • A learning outcome is composed of multiple sentences/verbs • Use of a ‘weak’ verbs, such as ‘learn’ or ‘understand’ • Learning outcomes are unrealistic given time and resources • Learning outcomes that will not (or cannot) be assessed 22From: Popenici, S. & Millar, M. (2015) Writing Learning Outcomes
- 23. Thank you for your time Useful references Writing Learning Outcomes, CSHE http://go.unimelb.edu.au/4xmx Developing Learning Outcomes - Faculty of Medicine, Dentistry and Health Sciences, UWA http://go.unimelb.edu.au/8xmx 23