This presentation describes an inventory to measure Communities of Practice. It gives background to the theory of CoP and the development process of the inventory.
The document is a presentation for student induction at the University of Portsmouth's Information Services. It provides information about completing student registration and campus card applications, accessing the student IT support centre and open access areas, ResNet internet access in halls, and printing services. Students are encouraged to follow the ISUOP Twitter account and use the hashtag #itinduct to engage with information services.
This document provides an overview of digital tools and services available to students at EFC College, including instructions on how to access Moodle, eTracker, BKSB, webmail, and the college Wi-Fi network. It covers logging into each system using student usernames and passwords, and highlights key information and features available on each platform. Contact details are also provided for technical support and questions about specific tools like BKSB. The session aims to help students become familiar with the various online resources and monitoring systems used at the college.
This document provides information about the student induction process at TAFE Queensland SkillsTech. It covers creating a Unique Student Identifier (USI), maintaining a training record, workplace health and safety procedures, and program-specific inductions. Students must follow safety rules and procedures, such as wearing personal protective equipment. They are responsible for their own safety and that of others. The document outlines accident reporting procedures and contacts for first aid and emergencies. It also provides login credentials for the online learning system and guidelines for completing assessments.
This document provides guidance for supervisors on conducting new employee orientations. It outlines the goals of orientation to welcome new employees, provide essential information, help supervisors assess training needs, and create a positive first impression. It recommends covering key company and department information, benefits, and the new employee's job. The supervisor's role is to plan and oversee the orientation process, coordinate with HR, and evaluate the new employee's progress. The document provides details on activities before, during, and after the first day of work to onboard new employees successfully.
This document provides information about self-managed learning modules, including that students can design an elective study project and assessment in agreement with their coach. An SML module is worth either 15 or 30 credits depending on the project's size and scope. The assessment for the SML module must be appropriate for a level 4 academic module and involve a written assignment of 1,800 words for 15 credits or 3,600 words for 30 credits. To elect an SML module, a student must submit an application by the deadline, meet with the program leader to discuss the proposal, and receive final approval or rejection of the project from the program leader.
The document provides an overview of employee orientation, including:
1) The definition and purpose of orientation is to introduce new employees to their jobs, coworkers, and organization to reduce costs and turnover through developing realistic expectations.
2) An effective orientation program should provide information on the company's history, policies, jobs, and benefits over multiple sessions to prevent overload and allow interaction.
3) Common problems include providing too much information at once, a lack of evaluation of the program's effectiveness, and not ensuring employees understand their job requirements.
This presentation describes an inventory to measure Communities of Practice. It gives background to the theory of CoP and the development process of the inventory.
The document is a presentation for student induction at the University of Portsmouth's Information Services. It provides information about completing student registration and campus card applications, accessing the student IT support centre and open access areas, ResNet internet access in halls, and printing services. Students are encouraged to follow the ISUOP Twitter account and use the hashtag #itinduct to engage with information services.
This document provides an overview of digital tools and services available to students at EFC College, including instructions on how to access Moodle, eTracker, BKSB, webmail, and the college Wi-Fi network. It covers logging into each system using student usernames and passwords, and highlights key information and features available on each platform. Contact details are also provided for technical support and questions about specific tools like BKSB. The session aims to help students become familiar with the various online resources and monitoring systems used at the college.
This document provides information about the student induction process at TAFE Queensland SkillsTech. It covers creating a Unique Student Identifier (USI), maintaining a training record, workplace health and safety procedures, and program-specific inductions. Students must follow safety rules and procedures, such as wearing personal protective equipment. They are responsible for their own safety and that of others. The document outlines accident reporting procedures and contacts for first aid and emergencies. It also provides login credentials for the online learning system and guidelines for completing assessments.
This document provides guidance for supervisors on conducting new employee orientations. It outlines the goals of orientation to welcome new employees, provide essential information, help supervisors assess training needs, and create a positive first impression. It recommends covering key company and department information, benefits, and the new employee's job. The supervisor's role is to plan and oversee the orientation process, coordinate with HR, and evaluate the new employee's progress. The document provides details on activities before, during, and after the first day of work to onboard new employees successfully.
This document provides information about self-managed learning modules, including that students can design an elective study project and assessment in agreement with their coach. An SML module is worth either 15 or 30 credits depending on the project's size and scope. The assessment for the SML module must be appropriate for a level 4 academic module and involve a written assignment of 1,800 words for 15 credits or 3,600 words for 30 credits. To elect an SML module, a student must submit an application by the deadline, meet with the program leader to discuss the proposal, and receive final approval or rejection of the project from the program leader.
The document provides an overview of employee orientation, including:
1) The definition and purpose of orientation is to introduce new employees to their jobs, coworkers, and organization to reduce costs and turnover through developing realistic expectations.
2) An effective orientation program should provide information on the company's history, policies, jobs, and benefits over multiple sessions to prevent overload and allow interaction.
3) Common problems include providing too much information at once, a lack of evaluation of the program's effectiveness, and not ensuring employees understand their job requirements.
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
This document outlines an agenda for a workshop on best practices for using Moodle. The workshop introduces evaluation tools to identify instructional design deficiencies in online courses. Participants will learn how to evaluate online courses based on sound pedagogical practices. The agenda includes introductions, a presentation on instructional design and evaluation tools, small group case studies where participants apply the tools, and a large group discussion.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
The document summarizes various academic support services available to students at Carleton University, including:
1) Learning support services like the Student Academic Success Centre, Learning Support Services, and tutor referral services to help with academics, study skills, and connecting students with tutors.
2) Subject-specific support like the Math Tutorial Centre, Writing Tutorial Service, and Peer Assisted Study Sessions to provide tutoring and workshops for math, writing, and various courses.
3) The Learning Commons for research help, IT support, and study spaces.
4) The Paul Menton Centre which coordinates accommodations and support for students with disabilities.
5) New first-in-family peer mentoring program
Blessings Inc. is an education technology company that has been operating since 2005. It offers over 100 online courses related to vocational skills, IT, and other topics. The company is managed by education industry professionals with over 100 combined years of experience. Blessings Inc. aims to provide quality education to youth globally using e-learning tools and a blended learning approach combining online courseware with in-person teacher instruction.
This document proposes a certificate program called "Preparing to Teach Online" to provide faculty development for online teaching at the University of Illinois Springfield. The program would consist of three required courses that teach best practices for online pedagogy, communication, assessment, and technology use. Faculty would complete self-paced training modules and earn a digital badge upon fulfilling the requirements, which include developing an ePortfolio. The goal is to establish a common foundation for effective online instruction and recognize faculty innovation in online teaching.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
UM3D Ignite Series: Preparing to Teach Your First Online CourseLHoustonMemphis
The first day of class is the easiest day of the semester...NOT!
The first class of a course sets the tone for the entire semester. We’ll explore strategies to motivate learning, ideas for personalizing the learning
experience and establishing expectations so new students walk away thinking, “This is going to be a great class!”
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
Presentation at the Blackboard T&L Conference, 2012. Antwerp. Examines local and national drivers of VLE adoption and the importance of understanding the student (and staff) user experience. Reflects on how evaluation of technology and innovation has changed over time and focuses on the annual EHU student elearning survey which is now providing longitudinal data of use adn expectations. Describes how the survey data is used to inform change.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
IX564 Team-C Unit-5 (Policies and Procedures) Case Study Wikisidlerg
Team C University aims to provide student-centered online and blended education to help students with employment, career advancement, and professional development. To achieve this, it will commit to effective teaching, hire qualified faculty, promote active learning, integrate technology, offer relevant programs, and encourage growth. The document then discusses policies and procedures for the online learning management system, including templates, steps for users, and training for instructors and new users to ensure quality control and accreditation. Finally, it outlines procedures for user roles like designers, instructors, teaching assistants, auditors, and students in the organizational process.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
Humanising the lived experience of mental health patients through immersive v...Laura Hollinshead
A study explored using immersive video to help students understand the lived experiences of mental health patients. 54 first-year nursing and midwifery students participated, viewing 360-degree and first-person videos depicting patient scenarios. Students reported increased understanding and empathy for patients after viewing. They felt it would change their practice to be more considerate of patients' perspectives. The videos were found to be effective tools for promoting critical reflection and perspective-taking around mental healthcare experiences.
Digital capability checkup: Supporting students to discover and build their d...Laura Hollinshead
Presentation given at the 25th ALT conference in 2018. The presentation outlines the approach taken by the University develop their own digital capability discovery tool for students.
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
This document outlines an agenda for a workshop on best practices for using Moodle. The workshop introduces evaluation tools to identify instructional design deficiencies in online courses. Participants will learn how to evaluate online courses based on sound pedagogical practices. The agenda includes introductions, a presentation on instructional design and evaluation tools, small group case studies where participants apply the tools, and a large group discussion.
This document summarizes an online teaching skills workshop that outlines best practices for online instruction. It discusses key differences between face-to-face and online teaching, such as the teacher guiding students' independent pursuit of knowledge online versus transmitting knowledge in-person. Important skills for online teachers are also outlined, including strong communication, organization, and the ability to engage students remotely. The document provides tips for facilitating online discussions, releasing content gradually, and maintaining a regular schedule of daily and weekly tasks to support students.
The document summarizes various academic support services available to students at Carleton University, including:
1) Learning support services like the Student Academic Success Centre, Learning Support Services, and tutor referral services to help with academics, study skills, and connecting students with tutors.
2) Subject-specific support like the Math Tutorial Centre, Writing Tutorial Service, and Peer Assisted Study Sessions to provide tutoring and workshops for math, writing, and various courses.
3) The Learning Commons for research help, IT support, and study spaces.
4) The Paul Menton Centre which coordinates accommodations and support for students with disabilities.
5) New first-in-family peer mentoring program
Blessings Inc. is an education technology company that has been operating since 2005. It offers over 100 online courses related to vocational skills, IT, and other topics. The company is managed by education industry professionals with over 100 combined years of experience. Blessings Inc. aims to provide quality education to youth globally using e-learning tools and a blended learning approach combining online courseware with in-person teacher instruction.
This document proposes a certificate program called "Preparing to Teach Online" to provide faculty development for online teaching at the University of Illinois Springfield. The program would consist of three required courses that teach best practices for online pedagogy, communication, assessment, and technology use. Faculty would complete self-paced training modules and earn a digital badge upon fulfilling the requirements, which include developing an ePortfolio. The goal is to establish a common foundation for effective online instruction and recognize faculty innovation in online teaching.
The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
UM3D Ignite Series: Preparing to Teach Your First Online CourseLHoustonMemphis
The first day of class is the easiest day of the semester...NOT!
The first class of a course sets the tone for the entire semester. We’ll explore strategies to motivate learning, ideas for personalizing the learning
experience and establishing expectations so new students walk away thinking, “This is going to be a great class!”
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
Presentation at the Blackboard T&L Conference, 2012. Antwerp. Examines local and national drivers of VLE adoption and the importance of understanding the student (and staff) user experience. Reflects on how evaluation of technology and innovation has changed over time and focuses on the annual EHU student elearning survey which is now providing longitudinal data of use adn expectations. Describes how the survey data is used to inform change.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
IX564 Team-C Unit-5 (Policies and Procedures) Case Study Wikisidlerg
Team C University aims to provide student-centered online and blended education to help students with employment, career advancement, and professional development. To achieve this, it will commit to effective teaching, hire qualified faculty, promote active learning, integrate technology, offer relevant programs, and encourage growth. The document then discusses policies and procedures for the online learning management system, including templates, steps for users, and training for instructors and new users to ensure quality control and accreditation. Finally, it outlines procedures for user roles like designers, instructors, teaching assistants, auditors, and students in the organizational process.
This document provides guidelines for e-teachers in Ako e FarNet/HarbourNet. It outlines responsibilities for setting up online courses, delivering effective online lessons, communicating with students and deans, collecting student data, and providing assessments and feedback. Key responsibilities include setting up the learning management system with course content, applying sound teaching practices for video conferences and distance learning, organizing lessons and resources for students, and keeping accurate records of attendance and results. The document aims to support e-teachers in delivering high quality online instruction.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
Humanising the lived experience of mental health patients through immersive v...Laura Hollinshead
A study explored using immersive video to help students understand the lived experiences of mental health patients. 54 first-year nursing and midwifery students participated, viewing 360-degree and first-person videos depicting patient scenarios. Students reported increased understanding and empathy for patients after viewing. They felt it would change their practice to be more considerate of patients' perspectives. The videos were found to be effective tools for promoting critical reflection and perspective-taking around mental healthcare experiences.
Digital capability checkup: Supporting students to discover and build their d...Laura Hollinshead
Presentation given at the 25th ALT conference in 2018. The presentation outlines the approach taken by the University develop their own digital capability discovery tool for students.
Presentation, with Claire Gardener, given at the Blackboard Learning and Teaching Conference 2018 about using Ally in Blackboard to improve accessibility
The document discusses strategies for sustaining engagement with learning technologies after initial training. It suggests regularly sharing examples of how tools can be applied in professional practice through blogging, emails to past attendees, and presenting at future training events. It also recommends ongoing sharing of case studies on an ideas factory site and using outcomes annually for evidence of professional development in performance reviews.
Digital literacies refer to the capabilities needed for living, learning, and working in a digital society, and involve skills supported by diverse and changing technologies that evolve over time and across contexts. The 7 elements of digital literacy according to Jisc (2015) are identity, practices, skills, and access and awareness relating to how individuals interact with and within digital environments.
e-Assessment Scotland 2013 - One-size does not fit allLaura Hollinshead
This presentation was given at the 2013 e-Assessment Scotland event held at the University of Dundee on the 23rd August 2013. It provides an overview of the approaches taken by the University of Derby to supporting staff to change to electronic submission and feedback.
The document discusses creating accessible PowerPoint presentations for online audiences. It covers learning outcomes such as explaining the need to provide additional context for online presentations and producing presentations that are visually interesting and interactive. Some of the challenges mentioned include sectioning information into manageable chunks and adding necessary context without being face-to-face. The document also discusses why accessibility is important, with a legal obligation to make reasonable adjustments to ensure all users can access services, and how formatting text with fonts, sizes, and colors can aid accessibility.
This document provides guidance on adding audio and video to PowerPoint presentations. It discusses including slide narration, embedding videos from files or the web, and evaluating the effectiveness of multimedia additions. The document also covers challenges like different file formats and devices, considerations for accessibility and copyright, common audio and video file types and sizes, and learning outcomes related to using multimedia in presentations.
Using technologies to enhance the delivery of your module online v1.1Laura Hollinshead
The document provides information on using various tools in the NOW online learning platform to enhance modules and monitor student participation and progress. It discusses using online resource lists, creating student groups, release conditions to target resources, attendance registers, and content area reports to track student engagement with materials. The document encourages thinking about how to apply these tools and engage students online as well as in-person.
This presentation was created to accompany a 10 minute training session introducing staff to some of the key themes within technology enhanced learning.
This is a PowerPoint presentation which accompanies face to face training on enabling online submission and feedback within a module area of the Desire2Learn VLE.