The document discusses various theories related to student transition and experience of change when joining an institution of higher education. It outlines areas of change for students, including academic, social, personal, cultural, and community changes. Several developmental theories are mentioned that inform our understanding of student transition, such as theories on identity development, cognitive development, and moral development. The document also discusses theories of student retention, engagement, and academic achievement in relation to the transition experience.
Abstract:
A large number of world's political leaders have at one time or other were baptised through the fires of militancy. Others, who opposed the militants have also appeared in the political battlements. Comparing the leadership strategies, tactics and styles employed by these leaders to conventional leadership thoughts gives us patterns to learn and emulate. In a course covering 300 slides, this presentation goes through the gamut of militancy, terrorism, counter-terrorism, communication, leadership and lessons we can learn from the past to meet today's global challenges.
JEL Classifications: A10, D20, D40, D70, D90, E20, L10, L80, M10, M31, P13 L00, M1, M12, M14, D70, D74, D78, D79, L14, M1
Business Continuity Management (BCM) and Information, Communications & Technology Continuity Management (ICT Continuity) can help your organisation mitigate risk and keep people and information connected by:
- Protecting people and assets Maintaining the ability to manage uninsurable risks
Identifying and managing risks of business disruption
- Helping ensure availability of business critical information
- Protecting time critical business processes and applications
- Meeting legal and regulatory requirements
- Protecting shareholder value and reputation
- Identifying and managing supply chain risk
- Satisfying external requests for evidence of business resilience
- Potentially gaining competitive advantage by continuing a level of service in times of disruption.
Abstract:
A large number of world's political leaders have at one time or other were baptised through the fires of militancy. Others, who opposed the militants have also appeared in the political battlements. Comparing the leadership strategies, tactics and styles employed by these leaders to conventional leadership thoughts gives us patterns to learn and emulate. In a course covering 300 slides, this presentation goes through the gamut of militancy, terrorism, counter-terrorism, communication, leadership and lessons we can learn from the past to meet today's global challenges.
JEL Classifications: A10, D20, D40, D70, D90, E20, L10, L80, M10, M31, P13 L00, M1, M12, M14, D70, D74, D78, D79, L14, M1
Business Continuity Management (BCM) and Information, Communications & Technology Continuity Management (ICT Continuity) can help your organisation mitigate risk and keep people and information connected by:
- Protecting people and assets Maintaining the ability to manage uninsurable risks
Identifying and managing risks of business disruption
- Helping ensure availability of business critical information
- Protecting time critical business processes and applications
- Meeting legal and regulatory requirements
- Protecting shareholder value and reputation
- Identifying and managing supply chain risk
- Satisfying external requests for evidence of business resilience
- Potentially gaining competitive advantage by continuing a level of service in times of disruption.
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Able - AUA NTU Learning Analytics External Presentation - Feb 2017Ed Foster
Learning Analytics: moving from potentially, to genuinely useful.
Topics covered
• Developing the NTU Student Dashboard
• Research into the accuracy of the Dashboard
• Student & staff feedback
• Moving from potential to really useful
ABLE - E-Learning Symposium December 2016Ed Foster
Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Able - AUA NTU Learning Analytics External Presentation - Feb 2017Ed Foster
Learning Analytics: moving from potentially, to genuinely useful.
Topics covered
• Developing the NTU Student Dashboard
• Research into the accuracy of the Dashboard
• Student & staff feedback
• Moving from potential to really useful
ABLE - E-Learning Symposium December 2016Ed Foster
Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Basic phrases for greeting and assisting costumers
Students in transition
1. student experience of change involved in joining the institution
institutional activities to support the process of transition
cultural and community
Johnson (2010)
academic
What is transition? Areas of change
social
seven vectors personal
Chickering & Reisser (1993)
can be a profound change
gender Ecclestone, Biesta & Hughes (2010)
Psychosocial And/ or 'unsettling, difficult & unproductive'
ethnicity Identity development
sexuality
Developmental theories Retention is a consequence of integration Academic sphere
Perry (1981) (later described as engagement)
Retention? Tinto (1993) Social sphere
Baxter Magolda (1992)
Cognitive-structural
Biggs (2004) completion of coursework and examinations
Academic achievement?
Moral development
'becoming' rather than 'having' Academic challenge
Fromm (1978)
Theories that inform our Active & collaborative learning
Categorised in
Learning as community thinking about transition Effort invested in educationally NSSE as Student interaction with faculty
cognitive apprenticeships purposeful activities (Kuh et al 2008) Enriching educational experiences
Lave & Wenger (1991) epistemological theories
becoming a junior member of Supportive campus environment
the academy
A will to learn and the effort institutions devote to using effective
Barnett (2007) educational practices” (Kuh et al 2008)
And
Lea & Street (2000)
Investment of psychoso-
e.g. time management Study skills cial & physical activity Both qualitative & quantitative elements
What is engagement?
(Astin 1985) Development is directly proportional to the quality & quantity of involvement
Students need to develop in the Academic literacies
e.g. learning HE approaches to study Academic socialisation Educational effectiveness is directly related to the level of student involvement
following areas to write for HE
e.g. discipline specific discourses Engagement is socially constructed
Academic literacies
Multi-dimensional & holistic
Includes the whole student identity
moving beyond being stuck Bryson, Cooper & Hardy (2010)
threshold concepts van Gennep (1960) Being and becoming is essential
Land, Meyer & Smith ed (2008) Becoming is a liminal process & Turner (1969) Dynamic & fluid
How do we know if students have
successfully made the transition? Quality rather than quantity is important
Preparation
multiple stages in adapting to Astin (1985)
Encounter
becoming university student Fully engaged
Adjustment Purnell (2002) Engagement?
Falsely engaged i.e. achieving a 2:1
Stabilisation
Students in transition From Minimal effort
After van Gennep takes place Bryson & Hand (2008) Disengaged
easily put off
Separation along a
Tinto (1993) continuum not engaged at all
Transition
Incorporation Not necessarily uni-directional engaged students can become less engaged
Student background Accountable performance – e.g. assignments, attendance where monitored
+ University culture Interaction – e.g. discussion in tutorials, informal interaction outside the classroom
Pascarella (1985) Adams (1979)
This shapes the Experiential – e.g. Enjoyment of the subject, self-direction
students effort create the 'agents of socialisation' College impact models Decision-making – e.g participation in committees
(Pascarella & Terenzini,
e.g. student characteristics Inputs Within the classroom or on a
Models that describe particular task
+ the transition process Within a module
e.g. campus culture Bryson & Hand (2008)
Environment Within the programme
particularly influence of peers I E O Astin (1991) Within the university
= Multiple loci of engagement
engagement tends to be localised
academic achievement
Outputs peers & tutors
career achievement Kember, Lee & Li (2001)
wider programme
Identified 4 stages in which students' then institution
transition needs changed Fitzgibbon & Prior (2006)
support prior to arrival Alienation
2-6 weeks learning is outcome-, not process-driven
Initial induction Mann (2001)
good practice in induction Occurs when reward compliance
Cook & Rushton (2008)
Just enough Education Just In Time exclude students from shaping the discourse
Extended induction
(JEEJIT) Students from non-traditional backgrounds
may lack cultural capital to interpret this has consequences for anticipating what
Social transition comfortably completed by the communication from university the university experience will be like
end of the end of the first year for most Barriers to Quinn et al (2005)
Academic transition far less likely to be complete Bryson & Hardy (2012) transition Sending institution
Similar to Cook & Leckey (1999) Greater differences lead to
Banning (1989) Differences between greater risk of crisis, but also
Receiving institution greater opportunities for growth
Students don't understand the differences
between HE and previous learning
Foster, McNeil & Lawther (2012) May also have unrealistically optimistic expectations about
capacity to cope (Jessen & Elander, 2009)
Students in transition.mmap - 24/11/2011 -