Supporting Faculty Through The Course Development Processjoanbutler
This document discusses supporting faculty through the online course development process at Memorial University. It outlines the course development team which includes instructional designers, multimedia producers, and subject matter experts who work closely with faculty. The initial meeting determines the faculty member's philosophy and needs. Regular team meetings provide training, discuss incorporating technology, and establish timelines. Contracts outline roles and responsibilities. Ongoing support is provided throughout development and includes pedagogical training, technical support, and workshops. Challenges include faculty workload, transitioning courses online, and maintaining courses.
The document discusses NAIT's examination of expanding its use of learning management systems. It recommends fully adopting Moodle by 2012 and integrating it with NAIT's digital curriculum database. It also recommends implementing this plan over four years while seeking collaboration opportunities with other institutions. The document provides implementation recommendations such as adopting alternate learning models and a multi-model approach to curriculum development.
The document outlines a plan to implement an online continuing education program for insurance CE credits at Saint Joseph's University. The program aims to allow busy professionals more convenience in accessing continuing education. It will deliver online courses developed by Saint Joseph's faculty to students in Pennsylvania and other states. The 12-month implementation plan involves in-house development of course content and a delivery system with tracking features. Progress and student learning will be assessed throughout the year. The budget allocates funds for course development and a delivery system to make the program cost-effective and generate revenue.
CTF Discussion: System Incentives and RewardsMSCSA
This document provides information about the Charting the Future initiative to redesign Minnesota State Colleges and Universities (MnSCU). It discusses the implementation teams that are addressing how to strengthen colleges and universities across Minnesota. The teams are campus-led and focus on areas like student success, incentives and rewards, and administrative coordination. Feedback sessions called Gallery Walks will be held at campuses in October and November to gather input on the teams' initial concepts.
1) LATTC has implemented new programs like Trade Bridge Academy and professional baking accreditation to increase access and student success.
2) Students have achieved success like winning design contests and passing nursing boards, demonstrating LATTC's focus on student success.
3) LATTC is working to improve student persistence, progress, and goal completion through pathways planning, assessments, and support services.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
Supporting Faculty Through The Course Development Processjoanbutler
This document discusses supporting faculty through the online course development process at Memorial University. It outlines the course development team which includes instructional designers, multimedia producers, and subject matter experts who work closely with faculty. The initial meeting determines the faculty member's philosophy and needs. Regular team meetings provide training, discuss incorporating technology, and establish timelines. Contracts outline roles and responsibilities. Ongoing support is provided throughout development and includes pedagogical training, technical support, and workshops. Challenges include faculty workload, transitioning courses online, and maintaining courses.
The document discusses NAIT's examination of expanding its use of learning management systems. It recommends fully adopting Moodle by 2012 and integrating it with NAIT's digital curriculum database. It also recommends implementing this plan over four years while seeking collaboration opportunities with other institutions. The document provides implementation recommendations such as adopting alternate learning models and a multi-model approach to curriculum development.
The document outlines a plan to implement an online continuing education program for insurance CE credits at Saint Joseph's University. The program aims to allow busy professionals more convenience in accessing continuing education. It will deliver online courses developed by Saint Joseph's faculty to students in Pennsylvania and other states. The 12-month implementation plan involves in-house development of course content and a delivery system with tracking features. Progress and student learning will be assessed throughout the year. The budget allocates funds for course development and a delivery system to make the program cost-effective and generate revenue.
CTF Discussion: System Incentives and RewardsMSCSA
This document provides information about the Charting the Future initiative to redesign Minnesota State Colleges and Universities (MnSCU). It discusses the implementation teams that are addressing how to strengthen colleges and universities across Minnesota. The teams are campus-led and focus on areas like student success, incentives and rewards, and administrative coordination. Feedback sessions called Gallery Walks will be held at campuses in October and November to gather input on the teams' initial concepts.
1) LATTC has implemented new programs like Trade Bridge Academy and professional baking accreditation to increase access and student success.
2) Students have achieved success like winning design contests and passing nursing boards, demonstrating LATTC's focus on student success.
3) LATTC is working to improve student persistence, progress, and goal completion through pathways planning, assessments, and support services.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
This document discusses key performance indicators for measuring the effectiveness of a faculty development program for online teaching. It outlines seven potential metrics: 1) whether faculty are adequately equipped with necessary online teaching competencies, 2) whether the program meets faculty development needs, 3) positive impact on faculty experience of teaching online, 4) positive impact on student experience, 5) faculty retention rates, 6) increased awareness of technology and pedagogy among faculty, and 7) successful fostering of a community of practice among faculty. Examples are provided for how to measure each of these metrics, such as through faculty self-reports, student evaluations, tracking technology licenses and publications, and measuring participation in community activities.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
NC State's Online and Distance Education program delivered over 1,900 online course sections to almost 20,000 students in the last year. DELTA supported over 75 courses with 13,705 hours of instructional production. DELTA also proctored over 50,000 exams for online courses, mostly in their new testing center, and saw growing usage of their online education programs and services like Wolfware Outreach.
In three parts the presentation considers:
What challenges are there in assessing the new European Standard and Guideline for Quality Assurance in Higher Education on Student Centred Learning?
What indicators an be used to measured Student Centred Learning in Higher Education Institutions?
What does an increased focus on student-centred learning mean for the Higher Education sector more generally?
Presented at the PASCL Final Conference in Brussels on 27/05/2016
Working on the Relationship: Quality Assurance as a Tool for Improving Labour...Anthony Fisher Camilleri
While ensuring student employability, improving cooperation with the labour market and acting as engines for economic growth are increasingly core missions for universities, they are still often weakly represented in Quality Assurance procedures. Using data from a number of EU projects, including PHExcel, HAPHE and Beehives, as well as the upcoming ISO Management Systems for educational organizations (ISO 21001), the presentation will consider a variety of quality approaches which can help institutions in designing, implementing, monitoring and improving their relationship with the labour market, and give tips on their practical implementation.
Delivered at the SPACE Annual Conference in Ghent, on 20.04.2016.
This document discusses developing a system for accrediting digital learning in Malta. It outlines Malta's strategic positioning due to its small size and pluralistic education system. A design thinking approach is proposed to understand user needs, define challenges, and ideate solutions. Key challenges include jurisdictional issues, quality management, and data/trust issues. Scenarios that could be enabled by accreditation include full credit portability, mapping MOOCs to qualifications frameworks, and increased student opportunity. The system aims to be learner-centric and responsive to demand.
The document summarizes a STaR Chart analysis for a school campus. The STaR Chart is used to assess progress toward Texas's long-range technology plan and identify professional development needs. It analyzes four key areas: 1) Teaching and Learning, 2) Educational Preparation and Development, 3) Leadership, Administration, and Instructional Support, and 4) Infrastructure for Technology. Specific data is provided for the campus being assessed and comparisons are made to other campuses over a three-year period.
Open ECBCheck: Open Quality Certification Scheme for Online Courses and ProgramsUlf-Daniel Ehlers
The Open ECBCheck is an accreditation and quality improvement scheme for e-Learning programmes. It supports capacity building organizations to assess the quality of their e-Learning programmes, facilitating continuous improvement through peer reviews and collaboration. Initially developed by the European Foundation for Quality in e-Learning (EFQUEL) and InWent, the OPEN ECBCheck initiative is now supported by over 30 international organizations involved in the delivery of capacity-building activities, including eight United Nations agencies.
The overarching goal of the Open ECBCheck initiative is to raise the standards of technology enhanced learning programmes in the field of capacity building.
The document summarizes the 2009-2010 results from the Texas STaR Chart assessment for Birnham Woods Elementary. It showed the school's strengths were in infrastructure for technology and leadership/administration, which were at an advanced stage. Weaknesses were in teaching and learning and educator preparation/development, which were at a developing stage. It recommends teachers improve their ratings each year, work towards becoming proficient in technology, and seek professional development in teaching and learning areas.
The document outlines plans for academic professional development programs through collaboration between several SUNY organizations. It discusses the goals and target audiences, proposed competency-based certificate programs, content sources, potential attendees, and format/delivery options. A timeline is provided for the initial phase of programs to be offered starting in Fall 2011, focusing on topics like online teaching, instructional technology, and library services.
Tracking BTEC grades in Moodle - Bedford CollegeJISC RSC Eastern
Bedford College has developed a sophisticated Moodle plug-in to track students’ progress against criteria and units for BTEC qualifications. The system currently supports all levels of qualifications including Diplomas, Extended Diplomas, FDs, HNCs and HNDs. The system is currently being extended to accommodate other families of qualifications.
In addition to providing teachers and students with a graphical overview of progress in completing qualifications, the system also provides predicted grades based on prior qualifications and on current progress in meeting criteria.
Teachers are provided with tools that enable them to update progress, add comments at criteria level, customise qualifications and units, specify individualised programmes for students and view reports by class list, unit or student.
Presentation by Roy Currie
Instructional design at ILRI: Working with the Feed Assessment Tool (FEAST)ILRI
Instructional design at ILRI aims to help learners rapidly acquire skills to further the organization's strategic goals. The ADDIE model is used: Analyze, Design, Develop, Implement, Evaluate. For the Feed Assessment Tool (FEAST), this involved analyzing goals like scaling training while maintaining research quality. Materials were designed like software guides, activities, and eLearning modules. Evaluation uses Kirkpatrick's model and measures outcomes like pre/post-test scores to assess success and need for revision. The goal is to support strategic goals as much as possible within constraints like budgets and logistics.
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
This document discusses quality assurance in vocational education and training (VET). It provides an overview of key frameworks and approaches to quality assurance for VET providers. These include the European Standards and Guidelines, EQAVET framework, PDCA cycle, and Kaizen approach. The document emphasizes integrating requirements from the world of work and stakeholders into all aspects of quality assurance. It also stresses the importance of continual improvement and staff involvement in quality processes.
This course syllabus outlines the Parker University Online Faculty Training and Certification Program which covers faculty expectations, Blackboard training, and other skills needed to be an effective online instructor. The course is divided into five sections that address faculty introductions, expectations, technology training, resources, and concludes with a final exam. Upon completion, faculty must pass the exam with a score of 80% or higher to demonstrate their understanding of the tools and resources available to support online teaching at Parker University.
The document discusses best practices for moving instruction from face-to-face to fully online environments. It emphasizes the importance of (1) building on a foundation of planning and development, (2) considering how students will interact with instructors and peers, and (3) using a modular approach to focus on student engagement and interactions. When developing online courses, instructors should consider students' needs, develop a timeline and plan, identify resources, incentives, and ownership of intellectual property, and design modules that provide clear goals, objectives, content, interactions and assessments.
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules are designed to be independent, self-paced, and cover a single topic or related set of learning objectives. The key characteristics of modules include being self-contained, allowing students to learn at their own pace, and assessing students through pre-tests, activities within the module, and post-tests to check for mastery of the material. Modules provide flexibility for students and teachers, allowing students to study on their own schedule while also catering to individual differences in learning needs and styles.
This document discusses key performance indicators for measuring the effectiveness of a faculty development program for online teaching. It outlines seven potential metrics: 1) whether faculty are adequately equipped with necessary online teaching competencies, 2) whether the program meets faculty development needs, 3) positive impact on faculty experience of teaching online, 4) positive impact on student experience, 5) faculty retention rates, 6) increased awareness of technology and pedagogy among faculty, and 7) successful fostering of a community of practice among faculty. Examples are provided for how to measure each of these metrics, such as through faculty self-reports, student evaluations, tracking technology licenses and publications, and measuring participation in community activities.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
The document outlines staff development plans for training teachers on the ClassWorks and AWARE technology programs. It includes two staff development sessions, one focused on ClassWorks and one on AWARE. Each session includes the trainers, goals, attendees, length, activities, and assessment. The document also includes information from the Campus Improvement Plan relating to using funds to create a ClassWorks lab, train teachers on the programs, and use the tools to support math and reading skills.
NC State's Online and Distance Education program delivered over 1,900 online course sections to almost 20,000 students in the last year. DELTA supported over 75 courses with 13,705 hours of instructional production. DELTA also proctored over 50,000 exams for online courses, mostly in their new testing center, and saw growing usage of their online education programs and services like Wolfware Outreach.
In three parts the presentation considers:
What challenges are there in assessing the new European Standard and Guideline for Quality Assurance in Higher Education on Student Centred Learning?
What indicators an be used to measured Student Centred Learning in Higher Education Institutions?
What does an increased focus on student-centred learning mean for the Higher Education sector more generally?
Presented at the PASCL Final Conference in Brussels on 27/05/2016
Working on the Relationship: Quality Assurance as a Tool for Improving Labour...Anthony Fisher Camilleri
While ensuring student employability, improving cooperation with the labour market and acting as engines for economic growth are increasingly core missions for universities, they are still often weakly represented in Quality Assurance procedures. Using data from a number of EU projects, including PHExcel, HAPHE and Beehives, as well as the upcoming ISO Management Systems for educational organizations (ISO 21001), the presentation will consider a variety of quality approaches which can help institutions in designing, implementing, monitoring and improving their relationship with the labour market, and give tips on their practical implementation.
Delivered at the SPACE Annual Conference in Ghent, on 20.04.2016.
This document discusses developing a system for accrediting digital learning in Malta. It outlines Malta's strategic positioning due to its small size and pluralistic education system. A design thinking approach is proposed to understand user needs, define challenges, and ideate solutions. Key challenges include jurisdictional issues, quality management, and data/trust issues. Scenarios that could be enabled by accreditation include full credit portability, mapping MOOCs to qualifications frameworks, and increased student opportunity. The system aims to be learner-centric and responsive to demand.
The document summarizes a STaR Chart analysis for a school campus. The STaR Chart is used to assess progress toward Texas's long-range technology plan and identify professional development needs. It analyzes four key areas: 1) Teaching and Learning, 2) Educational Preparation and Development, 3) Leadership, Administration, and Instructional Support, and 4) Infrastructure for Technology. Specific data is provided for the campus being assessed and comparisons are made to other campuses over a three-year period.
Open ECBCheck: Open Quality Certification Scheme for Online Courses and ProgramsUlf-Daniel Ehlers
The Open ECBCheck is an accreditation and quality improvement scheme for e-Learning programmes. It supports capacity building organizations to assess the quality of their e-Learning programmes, facilitating continuous improvement through peer reviews and collaboration. Initially developed by the European Foundation for Quality in e-Learning (EFQUEL) and InWent, the OPEN ECBCheck initiative is now supported by over 30 international organizations involved in the delivery of capacity-building activities, including eight United Nations agencies.
The overarching goal of the Open ECBCheck initiative is to raise the standards of technology enhanced learning programmes in the field of capacity building.
The document summarizes the 2009-2010 results from the Texas STaR Chart assessment for Birnham Woods Elementary. It showed the school's strengths were in infrastructure for technology and leadership/administration, which were at an advanced stage. Weaknesses were in teaching and learning and educator preparation/development, which were at a developing stage. It recommends teachers improve their ratings each year, work towards becoming proficient in technology, and seek professional development in teaching and learning areas.
The document outlines plans for academic professional development programs through collaboration between several SUNY organizations. It discusses the goals and target audiences, proposed competency-based certificate programs, content sources, potential attendees, and format/delivery options. A timeline is provided for the initial phase of programs to be offered starting in Fall 2011, focusing on topics like online teaching, instructional technology, and library services.
Tracking BTEC grades in Moodle - Bedford CollegeJISC RSC Eastern
Bedford College has developed a sophisticated Moodle plug-in to track students’ progress against criteria and units for BTEC qualifications. The system currently supports all levels of qualifications including Diplomas, Extended Diplomas, FDs, HNCs and HNDs. The system is currently being extended to accommodate other families of qualifications.
In addition to providing teachers and students with a graphical overview of progress in completing qualifications, the system also provides predicted grades based on prior qualifications and on current progress in meeting criteria.
Teachers are provided with tools that enable them to update progress, add comments at criteria level, customise qualifications and units, specify individualised programmes for students and view reports by class list, unit or student.
Presentation by Roy Currie
Instructional design at ILRI: Working with the Feed Assessment Tool (FEAST)ILRI
Instructional design at ILRI aims to help learners rapidly acquire skills to further the organization's strategic goals. The ADDIE model is used: Analyze, Design, Develop, Implement, Evaluate. For the Feed Assessment Tool (FEAST), this involved analyzing goals like scaling training while maintaining research quality. Materials were designed like software guides, activities, and eLearning modules. Evaluation uses Kirkpatrick's model and measures outcomes like pre/post-test scores to assess success and need for revision. The goal is to support strategic goals as much as possible within constraints like budgets and logistics.
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
This document discusses quality assurance in vocational education and training (VET). It provides an overview of key frameworks and approaches to quality assurance for VET providers. These include the European Standards and Guidelines, EQAVET framework, PDCA cycle, and Kaizen approach. The document emphasizes integrating requirements from the world of work and stakeholders into all aspects of quality assurance. It also stresses the importance of continual improvement and staff involvement in quality processes.
This course syllabus outlines the Parker University Online Faculty Training and Certification Program which covers faculty expectations, Blackboard training, and other skills needed to be an effective online instructor. The course is divided into five sections that address faculty introductions, expectations, technology training, resources, and concludes with a final exam. Upon completion, faculty must pass the exam with a score of 80% or higher to demonstrate their understanding of the tools and resources available to support online teaching at Parker University.
The document discusses best practices for moving instruction from face-to-face to fully online environments. It emphasizes the importance of (1) building on a foundation of planning and development, (2) considering how students will interact with instructors and peers, and (3) using a modular approach to focus on student engagement and interactions. When developing online courses, instructors should consider students' needs, develop a timeline and plan, identify resources, incentives, and ownership of intellectual property, and design modules that provide clear goals, objectives, content, interactions and assessments.
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules are designed to be independent, self-paced, and cover a single topic or related set of learning objectives. The key characteristics of modules include being self-contained, allowing students to learn at their own pace, and assessing students through pre-tests, activities within the module, and post-tests to check for mastery of the material. Modules provide flexibility for students and teachers, allowing students to study on their own schedule while also catering to individual differences in learning needs and styles.
Contemporary teaching strategies powerpoint by lianRina Lyn
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
The document is a transcript of the song "Starry, Starry Night" by Don McLean that describes various paintings by Vincent Van Gogh. The song discusses Van Gogh's life struggles with mental illness and his desire to express himself through his paintings of nature, including starry nights, fields of grain and flowers. It suggests that though Van Gogh's love for his work was true, the world was not ready to understand or appreciate him during his lifetime.
Running your Java EE 6 applications in the CloudIndicThreads
Session Presented @IndicThreads Cloud Computing Conference, Pune, India ( http://u10.indicthreads.com )
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The Java EE 6 platform is an extreme makeover from the previous versions. It breaks the “one size fits all” approach with Profiles and improves on the Java EE 5 developer productivity features. It enables extensibility by embracing open source libraries and frameworks such that they are treated as first class citizens of the platform. NetBeans, Eclipse, and IntelliJ provide extensive tooling for Java EE 6.
But how can you leverage all of this on a cloud ?
GlassFish v3, the Reference Implementation of Java EE 6, can easily run on multiple cloud infrastructures. This talk will provide a brief introduction to Java EE 6 and GlassFish v3. The attendees will learn how to create a simple Java EE 6 sample application and deploy them on GlassFish v3 running locally. Then it will deploy that sample using Amazon, RightScale, Joyent, and Elastra cloud infrastructures. It will also show how servers are dynamically provisioned in some environments to meet the demand. The talk will also explain the advantages of each approach enabling you to choose the optimal strategy for your environment.
Takeaways from the session
The attendees will be able to learn how to deploy a Java EE 6 application in different cloud environments. They’ll also learn about the pros/cons of these infrastructures.
This session will focus on two projects at UCS around exploring how the mobility of the student and/or the member of staff can enhance various parts of the e-assessment process. The two projects will look at how e-assessment is being made more efficient and enhanced through an appropriate use of technology.
The first involves implementing a location aware e-assessment engine (objective testing) based around the use of QR Codes to enable students to submit their answers. The system includes instant formative feedback loops and stores the results for developing learning activities.
The second example is based on current pilot study into staff using iPads to enhance the formative feedback process. This uses the iAnnotate and ShowMe applications to enable staff through removing barriers to annotate student work, and provide more effective and efficient individual and generic feedback.
Presentation by Andy Ramsden
This document discusses best practices for supporting bring your own devices (BYO) in organizations. It recommends re-engineering support processes and the support organization to address the challenges of BYO programs. Some common tactics mentioned are timeboxed support, best effort support, loan device pools, community support, defining support arrangements, external services, education and training, and policy administration. The document also discusses establishing BYO contracts and policies to define responsibilities for issues like backups, employer device control, evidence in lawsuits, security, and lost/broken devices.
Janet's Robert Prabucki and Ewan Quibell began proceedings with an in depth update regarding current and future developments in the research and education network.
Jisc RSC Eastern Technical Managers forum Feb 2013 'Deutsche Telekom, Kamran ...JISC RSC Eastern
Beyond 4G mobile networks are being developed and tested to provide faster data speeds up to 1 Gbps download. Software defined radio is enabling more flexible radio systems. Unused TV white space frequencies between 470-790 MHz could be utilized for applications like rural broadband, providing cell sizes of around 10 km. The METIS project aims to develop mobile network technologies and use cases for beyond 4G. The Raspberry Pi Foundation is working to promote computing education by providing a low-cost credit card-sized computer called Raspberry Pi, in order to reverse declines in A-level computing participation and encourage hands-on learning.
Jisc RSC Eastern Learning Resources Managers forum June 2013 'BoB National Pr...JISC RSC Eastern
The British Universities Film & Video Council (BUFVC) is a charity that advances education through the use of moving images, sound, and related media. It was founded in 1948 and represents over 270 higher education institutions in the UK. BUFVC provides resources and expertise to help educators access and utilize audiovisual content. This includes the Box of Broadcasts National service, which allows educators to record TV and radio programs and create clips and playlists to share. A new version of Box of Broadcasts will provide over 500,000 BBC programs and improved search and embedding features to better integrate content into teaching.
The document discusses career portfolios and ePortfolios. It describes ePortfolios as digital archives that can showcase and assess learning for purposes like education, hiring, and professional development. It then outlines the benefits and components of the Career Portfolio Manitoba program, which uses an ePortfolio approach to help adults develop skills for employability.
A Slideshow which reached my inbox via a circular e-mail sent by David Frugtniet, a well known broker of freight and transport risks who is based in Southampton
Jisc RSC Eastern Technical Managers forum Oct 2013 - Update presented by Ger...JISC RSC Eastern
The document provides an update from the RSC Eastern regional support centre. It announces upcoming funding opportunities totaling £1 million for bids related to enhancing the learner experience, improving organizational effectiveness, and repurposing learning resources. It also lists several upcoming regional and national events on topics like assessing impact, functional skills, and virtual learning environments. Contact information is provided for keeping up to date on future announcements from the RSC Eastern support centre.
The document discusses tools for creating interactive learning materials, including the Xerte Project which provides open source tools for elearning developers and content authors. It summarizes Xerte as a fully-featured e-learning development environment for creating rich interactivity and demonstrations various tools for creating learning objects, including converting documents to video/audio, screen recording, creating presentations and animations, online quizzes, and more. Examples and demonstrations are provided for tools like Windows Movie Maker, Photoscape, podcasting, image tools, and creating interactive content in PowerPoint, Flash, and Second Life.
Jisc RSC Eastern Technical Managers forum June 2013 'BYOD Tech Managers forum'JISC RSC Eastern
This document summarizes a presentation about legal issues related to BYOD (bring your own device) policies. It notes that 47% of UK adults now use personal devices for work but only 3 in 10 receive guidance, raising privacy concerns. It outlines key issues like copyright, data protection, e-safety, and e-security. It discusses institutions' legal obligations and how liability may extend to permitted mobiles. The document advertises a new BYOD toolkit from JISC Legal that provides resources like policy templates and papers addressing legal issues for staff and students using personal devices.
1. Handling Objections with Confidence by Prof. Vivek Hattangadi
2. Pharma Sales Closing by Dr. Ulhas Ganu and Iyer Gopalkrishna
3. Coaching to Boost Performance by K. Hariram
4. The Power of Everyday Visioning by Mayank Saigal
5. Digital Dose - Healthcare Social Media
6. Sealed Doors and Bomb Shelters by Salil Kallianpur
7. Social Media Scare by Varadharajan Krishnamoorthy
8. Opportunities and Challenges of Healthcare Social Media by Neelesh Bhandari
9. Sell, Sell, Sell or Deliver Value? by Hanno Wolfram
10. Hot on Linkedin
11. Nutrition for the Executive on the Move by Geetha G H
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.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
The project aimed to build on previous AFLF research on embedding e-learning innovation and investigate models for overcoming barriers to e-learning implementation. The barriers identified were lack of time, poor alignment with work priorities, insufficient management support and a lack of organizational strategic focus on e-learning. The project involved staff from TNQ TAFE reflecting on e-learning competencies, refining resources and strategies, and reinvigorating their professional learning approach through collaborative action learning projects using an online platform. A review found both enablers and barriers to the professional development model used.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
This document outlines a study to develop and validate an e-mentoring program utilizing technological ecosystems to support marketing students at the University of Manizales in Colombia during their practicum experiences. The study will involve designing the e-mentoring program, applying it to students, and evaluating its effectiveness in developing students' transversal competencies. It describes the research objectives, methodology, variables, instruments, and population that will be involved in the study.
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The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
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This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
eLU 2015 Mallinson - Moving from Literacy to FluencyBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s HE academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision. In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for OdeL provision.
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The document outlines a facilitator training program with four parts. Part I discusses the training program goals of teaching facilitators how to engage online learners and provide effective feedback and assessments. Part II covers the skills and phases of development needed for effective distance learning facilitation. Part III identifies learning management systems and technology tools for presenting content, discussions, and student collaboration. Part IV describes different learner types, synchronous vs asynchronous facilitation, and managing issues like feedback, challenging behaviors, and accessibility. The training aims to help facilitators effectively instruct trainees on quality customer service skills through online learning.
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1. Teaching and learning change agents – introducing the modular training approach 31 March 2011
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5. Moving forward…. . Continue to drive improvement in teaching and learning and high quality CPD Increased sector ownership and participation Ongoing development and training of change agents Harnessing the collective capacity of change agents
6. Supporting partnership working Peer supported activity at Learning Fairs Major extension of grant schemes Creation of modular programme for Advanced Change Agents In house training and recognition scheme for Change Agents
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8. Possible ‘routes’ for advanced change agents SLC trained and ALC trained = ACA (SLC) PDA trained and APDA trained = ACA (PDA) E-Guide trained and A E-Guide trained = ACA (E- Guide) PDA trained, E-Guide trained and APDA trained = ACA (PDA) specialising in both PDA and E-Guide cascade training
9. Advanced change agents: pathways Pathway 1: Existing advanced change agents delivering cascade training to new change agents Pathway 2: Existing change agents training to become advanced change agents Pathway 3: Aspiring change agents
13. Pathway 2: Draft modules (working titles) Induction Getting started Module 1 (core) Supporting whole organisational improvement in teaching and learning Module 2 (core) Designing and implementing professional development programmes for change agents Module 3 (elective) Enhancing skills and applying techniques Module 4 (elective) Using technology to support the change agent role in contributing to whole organisation change Module 5 (elective) Supporting improvements in teaching and learning with STEM
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Editor's Notes
Welcome colleagues to the workshop – brief introductions
Explain the move to increased sector involvement in all areas of the TLP – this includes the development and delivery of the change agent and advanced change agent training. Key part of LSIS strategy – move across all LSIS support activity – drawing on the capacity/expertise within the sector –
Reinforce the development of the powerful model for continuous improvement tin teaching and learning that the TLP has implemented (based on the concept of the change agent) Highlight the significant impact that the roles of change agent and advanced change agent have had to date –widely recognised by practitioners and national bodies Remind people that we now have ?numbers of CAs (SLCs, PDAs & E Guides) over 100 fully trained ACAs with many more currently working towards this (highlight the ongoing support for those ACAs who have completed the programme but not yet submitted
Point out that generic nature of these characteristics and the potential opportunities this provides * To be discussed further
Highlight the continued focus/strive towards excellence in T&L / supporting CPD - place this within the changing context (increased sector involvement as well as challenging financial constraints). (? Talk about reductions in resources) A range of approaches are suggested to support the move towards increased ownership of the ongoing training and development of both CAs These include: new regional infrastructure More opportunities to use the internet Online training materials Increasing emphasis on sector delivery of the programme Commitment to leaving a legacy / support the ongoing training of CAs Ongoing development reflects/responds to the feedback/ experiences of wide range of practitioners/ managers involved in the development and deployment of CAs across and within organisations (call for increased flexibility / examples of how this is being done)
Emphasise the move to increased sector involvement in all areas of the TLP – this includes the development and delivery of the change agent and advanced change agent training Need to give more detail around each of these elements