Springboard at West Cheshire College
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The Springboard programme at West Cheshire College is designed to help students studying higher level courses focus on developing skills to achieve academic success. Springboard provides students with a named tutor, advisor, and learning resources advisor, as well as workshops, online resources, and flexible one-on-one support. A survey found that over half of students agreed Springboard increased their employability skills and over two-thirds found the programme useful.
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Penn State Quality Assurance Standards
Quality Assurance@Penn State: Process & Outcomes
This session will explore the process to adapt the Quality Matters rubric for quality assurance to the Penn State system.
These are the handouts for this session.
Blended learning
This document discusses methods for supporting online students, including technical, academic, and study planning supports. It identifies challenges students face in transitioning online like adaptability issues with content and tools, technological challenges, and psychological challenges with isolation. It proposes strategies like scavenger hunts for navigation, virtual and face-to-face tutoring, technological training, time management tools, and building an online community. Blended learning is discussed as mixing classroom and online instruction.
The application of technology enhanced learning
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Student as Partners and Co-Creators in Enhancing Digital Teaching and Learning
Keynote presentation at the University of Brighton Education and Student Experience Conference, July 2021
Flipped learning in the cloud final version
Flipped learning uses online videos for students to learn course content outside of class, freeing up class time for interactive activities and assessments. The document discusses a project at Oxford and Cherwell Valley College to implement flipped learning using the Kaltura video platform. It provides benefits seen from piloting flipped learning in Hair & Beauty and Hospitality courses, including increased student engagement, accessibility, and ownership of learning. Challenges addressed building the video library and integrating it with the college's learning management system. The project aims to expand flipped learning across programs and campuses to improve learning outcomes for students and efficiencies for staff.
Enhancing learning with Echo360
Echo360 is a video platform that can enhance learning through flexible lecture capture and student engagement tools. It allows learning to take place anywhere through mobile access to recordings. This helps connect pre-class, in-class, and post-class learning. Echo360 provides benefits for students through interaction tools, knowledge consolidation, and connecting different learning periods. Educators benefit from increased student engagement, teaching flexibility, and analytics to improve teaching. Institutions see benefits like positive metrics, predictive student data, and integration with other systems. The document discusses drivers for rethinking lectures and providing blended and flipped learning options through Echo360.
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T: @NeilMorrisDT
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SLATE 2012: Successful Online Courses
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Internships and Career Pathways in Rural Communities
Eastern Oregon University (EOU) aims to foster student success through internship and career programs. As a regional university serving rural northeast Oregon, EOU works to ensure access and success for all students through online programs and collaboration with community colleges. EOU also focuses on developing career-ready skills in students by providing academic and career support services, along with internship opportunities connected to local employers. The university works with workforce partners and employers to understand regional employment needs and develop responsive programs, with a goal of increasing student retention, completion, and post-graduation employment in the region.
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Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on OER Adoption to Scale. A panel of OER college leaders from Arizona, California, Virginia, and Washington states will share how they grew their OER projects into successful multi-disciplinary programs with full OER degree pathways.
Hear about lessons learned from building OER teams of faculty, staff, and students to expand access and improve learning outcomes. There will be time at the end for you to ask questions of the panelists.
Date: Wed, March 9,
Time: 10 am PST, 1:00 pm EST
Featured Speakers:
James Glapa-Grossklag, Dean of Educational Technology, Learning Resources and Distance Learning at College of the Canyons presenting the Social Studies OER Pathway project.
Paul Golisch, CIO & Dean of Information Technology at Paradise Valley College Maricopa County, AZ presenting the district-wide Maricopa Millions Project
Quill West, OER Project Manager at Pierce College District, WA presenting the Pierce Open Pathways degree.
Preston Davis, Director of Instructional Services, ELI at Northern Virginia Community College presenting the OER-based General Education Project.
Richard Sebastian, Director of Teaching and Learning Technologies, the Virginia Community College System presenting the statewide Z-23 Project.
International Alumni Relations the time is now. AIEC 2014 Dobson_Loon
1) International alumni relations is currently underdeveloped and fragmented within institutions. Developing alumni networks provides value by strengthening brands and leveraging alumni to recruit students and provide career support.
2) A case study of Academies Australasia Group's efforts showed assessing readiness, identifying challenges like outdated databases, and a 5-month coaching process to develop a plan including appointing alumni ambassadors.
3) Initial results were positive, showing alumni were interested in networking and providing advice. A dedicated alumni manager position was created to help manage the relationships and programs established.
Virtual Bridge Sessions: Approaches to Learning and Teaching during Remote De...
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This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessionsOER and MOOC strategy University of Leeds HEA / CLL
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Think before you click active Information Literacy in the classroom
This document discusses the skills needed to be a digitally fluent learner. It outlines how concepts of digital literacy have evolved over time, initially focusing on competencies like assembling knowledge, evaluating information, searching, and navigating non-linear routes. More recently, definitions have expanded to include skills like being safe online, finding and applying information, using digital tools, showcasing achievements, managing a digital identity, and collaborating. The document then provides learning outcomes and exercises related to evaluating online resources and domains.
CPD forum - Developing digitally literate staff within your organisation
This document introduces the Jisc Skills Scan, a survey tool to help organizations identify digital literacy training needs among staff. The Skills Scan is based on an existing needs analysis survey. It can be customized with tailored questions, targeted at specific roles. Survey results are analyzed to provide a report on skills gaps and inform meaningful staff development activities and resources. Organizations work with their regional Jisc support center to set up the Skills Scan, with questions tailored to their specific needs and staff. The survey helps organizations strategically plan effective digital literacy training.
Developing digitally literate staff and students
The document discusses the Jisc Digital Literacy Skills Scan, a survey developed by Jisc to help organizations identify staff training needs related to digital literacy. The Skills Scan can be customized to an organization's specific needs and questions. It assesses staff skills across key areas of digital literacy like using digital tools, managing digital identity, and collaborating online. Jisc advisors help set up and analyze the survey, then provide a report and recommendations for targeted staff development activities to address any gaps identified. The Skills Scan allows organizations to strategically plan digital literacy training that is relevant for their staff roles and needs.
Digital Literacies, Open Educational Resources (OER) & Open Badges
Talk to: Information Futures, Post Graduate Students at Manchester Metropolitan University, 26 March 2014
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This document discusses collaboratively creating eBooks in the cloud for teaching, learning, and assessment. It covers various authoring tools for creating eBooks, including Creative Book Builder, iBooks Author, and tools for importing/exporting to ePub format. It also discusses using eBooks at different levels of Bloom's Digital Taxonomy, such as having students create their own eBooks. The presentation provides an overview of resources and tools for collaboratively developing and sharing interactive eBooks in educational settings.
Think before you click: steps on the road to independent learning - LILAC 2012
This document summarizes Anthony Beal's presentation on steps towards independent learning at the LILAC conference in Glasgow. It discusses the context of an academic skills program and assessment plan at West Cheshire College. Beal implemented a database trial with learners and teachers to collect qualitative feedback data using post-it notes. This data was analyzed and showed 91% positive feedback and improved understanding for 60% of students. Reflection found that kickstarting the process with post-it notes worked well but interviews and observation could provide more detailed analysis of improvement and success in the future.
Digital Literacies and Open Badges
The document discusses digital literacies and open badges. It begins with definitions of digital literacy from 1997 that identified key competencies of assembling knowledge, evaluating information, searching, and navigating non-linear routes. More recent definitions from the EU list 14 areas of digital competence. The document emphasizes that digital literacy is an essential skill for 90% of new jobs and improving digital literacy can help develop employable graduates. It also discusses open badges and digital literacy organizations like the Jisc National Working Group.
eResources on the Menu - recipes for success
The document outlines the agenda for a session at Wigan and Leigh College on May 13th, 2010 about the college's information literacy programme. The session will cover the college context, the information literacy programme, barriers and challenges, examples of new technologies, successes, and the future of the programme. It provides examples of resources used, such as EBSCO, Emerald, and InfoTrac databases and discusses challenges in adopting online journals. The future of the programme is discussed including developing an information strategy and using new technologies like e-readers, customizing ebrary, and cloud computing.
Tag Team Club Sandwich: Supporting the Learner Returner
Pecha Kucha presentation at the JISC RSC NW annual event 2009, Anthony Beal & Eleanor Johnston, West Cheshire College. Contact 01244 670578 - http://library.west-cheshire.ac.uk/
Lollipop CoFHE NW Circle Presentation 2009
CoFHE North West Circle Spring Meeting 2009 - Information Skills for Students and Library Staff - Thursday 7th May at One Central Park, The Manchester College.
Web 2.0 Learn - A Fusion Project 2008
This document discusses a project using Web 2.0 technologies to enhance collaboration between West Cheshire College and employers in hospitality, catering, and retail. The project trained partners in using technologies like Facebook, YouTube, and wikis. It produced online training resources and communities to engage stakeholders. An evaluation found that participants saw benefits of Web 2.0 for flexible, collaborative learning and agreed it has potential for vocational education.
Staff Conference 2008 - Web 2.0 in teaching and learning
Slides from a session on applying Web 2.0 to teaching and learning at the West Cheshire College staff conference 2008
CoFHE / UC&R workshop - Web 2.0 - Now that's what I call a session plan
The document discusses the use of Web 2.0 tools to enhance learning and teaching. It provides an overview of common Web 2.0 applications like blogs, wikis, social bookmarking, multimedia sharing, podcasting, RSS feeds, and social networking. The document explains how these tools can be used pedagogically, for example having learners collaborate on a wiki, share bookmarks online, or create a study group on social media. It emphasizes that Web 2.0 aligns well with learner-centered approaches and allows more engaging, collaborative learning experiences.
CoFHE North West Circle - Virtual Learning Environments - What are they good ...
Virtual learning environments (VLEs) can be introduced to students during induction to familiarize them with online resources. The document discusses how one college introduces its VLE and information literacy during a two-week induction for all full-time students through workshops, tutorials, and quizzes. It also describes how the college promotes electronic resources on its intranet and curriculum pages, and how it trains staff in skills like embedding videos and using Web 2.0 tools to further engage learners. Looking ahead, the college aims to deliver more content through Web 2.0 and mobile technologies to enhance seamless, portable learning.
Lollipop Lilac Presentation 2008
The document discusses an information literacy project at West Cheshire College that introduced students to library resources through induction sessions and workshops. It describes how students received two weeks of induction training on resources like the library catalog and learning management system. It also discusses how information literacy was integrated into the curriculum through follow-up sessions and support from librarians, who acted as experts in areas like research skills, referencing, and digital media. The project aimed to make information literacy a high priority within the college's curriculum.
Information Literacy: good practice at West Cheshire College
The document discusses information literacy programs and staff development at West Cheshire College. It provides details on how the college introduces information literacy to all full-time students through inductions and workshops. It also discusses how the college embeds information literacy into assignments and curriculum. The college actively promotes training for both students and staff and collaborates with other colleges through groups like the North West Information Skills group to share resources and ideas.
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Springboard at West Cheshire College
- 1. Anthony Beal 14 th December 2009 Springboard at West Cheshire College
- 4. © Djwhelan http://www.flickr.com/photos/djwhelan/8395783/- Licenced under Creative Commons ©University of Glasgow. Licensor www.scran.ac.uk © Gerry McCann. Licensor www.scran.ac.uk Academic Writing Referencing Reflective Learning Research Skills Interview Techniques Presentation Skills CV Building
- 6. © rofltosh http://www.flickr.com/photos/atomicbartbeans/2100763009/ - Licenced under Creative Commons
- 7. Public domain 'Lopez Portillo Carter review'
- 9. © West Cheshire College
- 10. Anthony Beal 01244 670340 Twitter: @redsontour [email_address]
Editor's Notes
- Eleanor This is what we teach Academic writing Referencing Research skills Reflective learning
- Anthony In brief. How do we do this e-resources delivery: Facilitated Limited talking at the group Discussion Activities Group work Newspaper headlines
- Eleanor What has been the impact of the unique way in which we promote and market e-journals and e-resources (need a couple of slides with statistics diagrams to show increase in real use of e-resources as a result of initiatives)
- Eleanor
- Anthony How III The style of the lesson Start with guided conversation to draw out the needs of the group (e.g. Martin Luther King web site., http://www.dhmo.org/ Discussion Activities Group work Newspaper headlines