Presented at EDEN, Dublin, Ireland (June 2011). Authors: Dr Alan Bruce, Dr David Perry, Dr Michelle Marmé, Dr Chrisann Schiro-Geist, Dr Regina Robertson
Accreditation and Learning in International Rehabilitation Professional Devel...Alan Bruce
Paper presented at 2011 EDEN Conference in Dublin, Ireland: Alan Bruce (ULS), David Perry, Michelle Marmé, Chrisann Schiro-Geist, Regina Robertson (CORE - USA)
Quality Assurance in Higher Education Institutions DrAnsari MQ
Quality does not occur, it evolves gradually with sincere efforts of one and all. It includes each and every individual of the institution. The cycle of quality takes time to stabilize, but once it gets its way into the heart and soul of the institution: the ball of quality rolls towards achieving excellence.
HIGHER EDUCATION GOVERNANCE AND QUALITY ASSURANCE SYSTEMS: EXPERIENCES FROM U...Elvis Muyanja
Turfloop Graduate School of Leadership (TGSL) Annual Public Lecture 2014, 17th September 2014, University of Limpopo, South Africa
Professor Venansius Baryamureeba, VC UTAMU, barya@utamu.ac.ug
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
Accreditation and Learning in International Rehabilitation Professional Devel...Alan Bruce
Paper presented at 2011 EDEN Conference in Dublin, Ireland: Alan Bruce (ULS), David Perry, Michelle Marmé, Chrisann Schiro-Geist, Regina Robertson (CORE - USA)
Quality Assurance in Higher Education Institutions DrAnsari MQ
Quality does not occur, it evolves gradually with sincere efforts of one and all. It includes each and every individual of the institution. The cycle of quality takes time to stabilize, but once it gets its way into the heart and soul of the institution: the ball of quality rolls towards achieving excellence.
HIGHER EDUCATION GOVERNANCE AND QUALITY ASSURANCE SYSTEMS: EXPERIENCES FROM U...Elvis Muyanja
Turfloop Graduate School of Leadership (TGSL) Annual Public Lecture 2014, 17th September 2014, University of Limpopo, South Africa
Professor Venansius Baryamureeba, VC UTAMU, barya@utamu.ac.ug
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
Professional Certificate in Cultural Competence 2017Suzanne Sterling
The Professional Certificate in Cultural Competence enables professionals to develop essential knowledge and skills for cultural competency, change and development, and leadership in our diverse world. Join us online! For more information contact suzanne@culturalovertures.ca
Quality Assurance in Higher Education - Controversies of Language, Power and ...CeciliaTsui42
Quality Assurance in Higher Education - Controversies of Language, Power and Change by Dr Cecilia Tsui.
Keywords: Quality Assurance, Higher Education, Language, Power, Change
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Professional Certificate in Cultural Competence 2017Suzanne Sterling
The Professional Certificate in Cultural Competence enables professionals to develop essential knowledge and skills for cultural competency, change and development, and leadership in our diverse world. Join us online! For more information contact suzanne@culturalovertures.ca
Quality Assurance in Higher Education - Controversies of Language, Power and ...CeciliaTsui42
Quality Assurance in Higher Education - Controversies of Language, Power and Change by Dr Cecilia Tsui.
Keywords: Quality Assurance, Higher Education, Language, Power, Change
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
NHS Education for Scotland has developed a Quality Improvement Curriculum designed to support staff in Scotland in their efforts to improve services. This is an opportunity for NHSScotland staff to consider and comment on the Scottish Quality Improvement Curriculum.
Supporting Learning in Traumatic Conflicts: innovative responses to education...Alan Bruce
Overview of innovative educational responses to needs of traumatized groups with specific reference to refugee camps in Greece and theoretical perspectives of conflict resolution.
Developing an integrated, motivation-driven competence development framework ...Alan Bruce
Recruitment and talent acquisition are enhanced by recent developments in constructing an integrated competence development framework which drives motivation and learning. Describes the design and application among Finnish employers.
Uncertainty: recognizing uncertainty and responding constructively in teachin...Alan Bruce
Overveiw of the nature and dfeinition of uncertainty and the role it plays in structualanalysis, change management and individual therapeutic intervention.
Supporting Skills for Inclusion: International professional rehabilitation c...Alan Bruce
Paper presentation at NCRE Conference, Anaheim, California in April 2017 with colleague Dr. Terri Lewis. Looks at educational interventions to support marginal populations in traumatic environments. Focus is on refugee learning strategies in Europe, Taiwan and United States.
Inclusive Learning in a Time of Crisis: disruptive migrations and pedagogies ...Alan Bruce
Presentation at New Education Forum in European Parliament, Brussels (17 November 2016). Looking at educational integration, migration and integration of refugees.
Achieving Access in a Time of Change – ADOLL and Innovative InclusionAlan Bruce
Speech at Conference on access and innovative language learning at final conference of ADOLL project in the University of Granada, Spain, September 2016
Open Horizons and Global Citizenship: the disruptive innovation of collaborat...Alan Bruce
Overview of issues and themes in international education and pedagogical transformation, set againsrightsand opportunities from perspectives of global citizenship. Keynote presentation at ICOFE Conference in Open University of Hong Kong, July 2016.
Inclusion and UDL in the innovative learning spaces of global citizenshipAlan Bruce
Use of Universal Design forLearning to promote inclusion and equitable access in learning. Delivered to conference on innovative education and teachers in Warsaw, Poland in June 2016
Seminar (4th in series) developed and presented as part of responsibilities of Visiitng Professorship in National Changhua University of Education, Taiwan (March 2016)
unimagined Shores: Jobless Futures and Digital GlobalizationAlan Bruce
Overview of the prfound and systemic changes in the job market and labor market access for marginaized groups, especially those impacted by disability. The presentation focuses on the impact of both globallization and new digital tecnologies. It posits a future where traditional jobs will disappear to be replaced by flexible employment structurres built around innovative socio-communicative competences and transferable methods of certification and accreditation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Chapter 3 - Islamic Banking Products and Services.pptx
Sustainable Accreditation and Learning in International Rehabilitation Professional Development
1. Ireland
Alan Bruce, Universal Learning Systems
United States
David Perry, University of North Dakota
Michelle Marmé, Northeastern Illinois
University
Chrisann Schiro Geist, University of Memphis
Regina Robertson, East Central Oklahoma
University
SUSTAINABLE ACCREDITATION AND
AND LEARNING IN INTERNATIONAL
REHABILITATION PROFESSIONAL
DEVELOPMENT
2. Overview
Sustainable
Accreditation
Learning (beyond WHAT is taught…
what knowledge & skills are
acquired)
International Rehabilitation
Professional
Globalization
3. Contexts of Inclusive
Practice
Change dynamic
Impact of crisis
Imperatives of continuing professional
development
Standards and quality
Ethical practice
4. Innovative Learning
Beyond
Barriers
to
Shared
Excellen
ce
Using the From
American Experienc Compe-
Perspect tence to
-ives e of Creativit
Disability y
European
Challeng
es
5. Thinking
Globall
y
Anticipatin
g Future
Demogra-
phics
ICT &
Supporte
d
Systems
Policy
and
Trans-
Linkage and
formatio
n
Recognition
6. People with
Disabilities
Globally, there are almost 1 billion people with
disabilities (PWD)
Estimates of PWD by continent: Europe – 98 million, Africa
– 137 million, Asia – 553 million, North America – 67
million, South America – 57 million
U.N. estimates 13.3 % of world population has some form of
disability
While “disability” is defined differently in different
countries, the U.N. offers these definitions:
Impairment: “any loss or abnormality of
psychological, physiological, or anatomical structure or
function”
Disability: a “restriction or lack (resulting from an
impairment) of ability to perform an activity in the manner
or within the range considered normal for a human being”
7. Social Dynamics of Marginalized
Populations
Interpersonal Communication &
Advocacy Skills
Medical Services
Physical Restoration
Psychological Supports
Independent Living
Housing & Transportation
Community Living Skills
Avocational Pursuits
Spiritual Development
Vocational & Job/Career Development
Legal Rights and Recourse
Supporting
Independence
8. Interventions and
Training
A variety of services are offered to help PWD
become more independent, such as: medical
services, physical restoration, psychological
supports, job placement, housing services,
transportation assistance, communication aides,
and assistive technology.
Rehabilitation Service providers receive various
kinds of training, ranging from on-the-job training
to college degrees.
Higher education programs often seek
accreditation to demonstrate the quality and
sustainability of their degrees.
9. Council on Rehabilitation
Education (CORE)
Has offered accreditation of master’s
programs in Rehabilitation Counseling since
1972
Accredits approximately 100 programs in the
United States
Is recognized by the Council on Higher
Education Accreditation (CHEA), an organization
that certifies a variety of international
accrediting bodies (e.g., engineering and
business)
10. Commission on Undergraduate
Standards and Accreditation
(CUSA)
This commission is part or CORE and is
responsible for sanctioning quality
undergraduate rehabilitation education
programs
The goal is to promote the effective delivery
of services to individuals
Services improve when professionals receive
better training
Accreditation standards promote continuing
review and improvement of high quality
training programs
11. Maximizing participation of
people with disabilities
in mainstream of life
Creativity
Commitment
Collaboration
12. International
Rehabilitation Education
Building on firm foundation from
CORE and CUSA, our goal is to provide
an opportunity for other countries to
have their training programs recognized
Advantages include programmatic review
with respect to established standards of
quality, economic viability, sustainability,
portability of credentials,
course transferability, and
unified ethical codes
13. Profession defines fundamental standards of practice and
essential knowledge
Students’ best interests & educational goals protected
Strengths of Existing Models
Protocols to follow, refine, & modify for new contexts
Structured process of self-reflection for programs
Asynchronous sharing of information
Data gathering from constituents
“Outside” review & validation from profession
Educational institutions & programs are acknowledged for
developing/providing “best practice”
Accreditation
14. Voluntarily organized, by educators, to develop and implement common
policies and standards, to evaluate educational quality
Non-governmental, entirely voluntary, peer review, ensuring educational
programs meet educational and professional standards of quality
Consider faculty academic preparation, demonstrated excellence,
programmatic recruitment practices and admissions procedures, course
content
Outcome measures with respect to knowledge and skill attainment, from
the perspectives of a variety of stakeholders: supervisors, employers,
graduates
Accreditation
as a Growth Process
14
15. People with
Technology Disabilities
Accredita-
Pedagogy
tion
Standards
Process of Continual
Refinement
16. Establishing and supporting “best practice”
Reimagine “accreditation” as
Growth-oriented
Supportive
Enhancing outcomes
Building upon established structures to address evolving
needs of our students and practice
Recontextualizing process in light of varying contexts and
technologies
Re-evaluating
Accreditation Process
17. Consensus: some face-to-face components must be retained
To ensure voracity of reports
To address physical access in rehabilitation context
In the absence* of technological alternatives
Distance models for executing program evaluation & training of
evaluators
Virtual training of site visitors
More evaluators involved, enhancing the # observers involved
Decreased costs for accreditation review process, increased cadre of
reviewers
Multiple perspectives enhances sophistication of process
New Models
of Program Assessment
18. World becomes flatter
Boundaries blur
Distinctions become less divisive
Definitional considerations
Universality of socially-endorsed and
culturally-dependent phrasing & practices
Challenges
19.
20. Optimum training experiences for individuals
interested in the full inclusion of people with
disabilities and differences, will be
met through this refinement of sustainable
training and
evaluation methodologies.
21. Resources
Council on Rehabilitation Education www.core-rehab.org
National Clearinghouse of Rehabilitation Training Materials
https://ncrtm.org/moodle/
National Council on Rehabilitation Education
www.rehabeducators.org/resources.html
Editor's Notes
SUSTAINABLE ACCREDITATION LEARNING = acquisition of information, skills and attitudes necessary to be assets in the lives of pwdINTERNATIONAL REHABILITATION PROFESSIONAL DEVELOPMENTGlobalization
Alan
David - Examples of disabilities that have been asked about in censuses or surveys include: difficulty seeing; speaking; hearing; moving; climbing stairs; grasping; reaching; bathing; eating; toileting.
David explain relationships between CORE & CUSA (graphic?)explain relationships between CORE & CUSA with NCRE/IARP/others…. (graphic?)
Our work begins and ends with pwd“they” look like us, want the same array of life experiences as we do, “they” are us!With respect to rehabilitation education, we begin with pwdThe 2000 U.S. Census shows us that 49.7 million people in the U. S. age 5 and over have a disability -- nearly 1 in 5 U.S. residents, or 19 percent. THE CENTER FOR AN ACCESSIBLE SOCIETY. European Union estimates (2000) 10 % of population have disabilitiesDifficult to establish a “common language” due to Definitional problems …Self report …Incentives/disincentives to consider oneself as a “pwd”Develop this further ...Challenges in rehabilitation Commonalities: diagnosisDifferences: age, type of difference, level of function, substance abuse to spinal cord injury,Intimately connected with state of the art medical/pharmaceutical/psychological/low-/high-technological/architectural/societal/attitudinal/financial supports both for individual and for service provision determine what is really available to the individual/interrelationship with allied care providers.Includes the individual, as well as the community, intervention at all levels
Mé
MéAround a century ago, Accreditation bodies were voluntarily organized by educators to develop and implement common policies and standards to evaluate educational quality. Since its inception, accreditation has been a non-governmental, completely voluntary, peer group method of identifying educational institutions or programs which meet educational standards of quality.world ensure that a school's faculty, recruitment practices, admissions procedures, course content, etc., is reviewed according to a fixed timeline. Influenced and affected by the role of accreditation agencies, schools are required to continually improve their educational standards. Outcomes oriented rather than input oriented.Questionnaires for students, faculty, administrators, supervisors, employers, ultimately consumers of services: how do the students/graduates perform in actual situationspublic reaction to the extreme differences between educational institutions that were apparently similar in terms of curricula and standard of education.
MéEducational standards within a specific contextReaching a larger audienceStrengthened by the input of multicultural & multinational contributionsDevelopment of training is continually evolving, fluid process of refinement and reflectionStandards however are essential to ensure and encourage minimal levels of content and reflectionCultural bases for consideration of “historically marginalized populations”People with disabilities Practice Educational trainingStandards (local & more general) Accreditation PwD
Mé
Chrisann
ChrisannDynamic process, continually seeking to maintain balance,Challenge:Sufficient “form” to guide practice and pedagogySufficient “fluidity” to accommodate culture specific idiosyncracies