The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Facilitating staff to design in active learning opportunities for students th...RichardM_Walker
This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
Developer Experiences on the Design, Development & Implementation of the Digital Fluency Course modules at Open University of Tanzania.
Mallinson pcf9.
A brief presentation of some aspects of the paper: Evaluating the Design, Development, and Implementation Experiences of the Digital Fluency Course.
Full paper available at: http://oasis.col.org/handle/11599/3278
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Facilitating staff to design in active learning opportunities for students th...RichardM_Walker
This presentation reflects on the approach that we are taking at the University of York to help teaching staff consider how the affordances of learning technologies may be applied to support active learning opportunities for students within programme design. We consider how learning technologies may support student work across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation.
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
Developer Experiences on the Design, Development & Implementation of the Digital Fluency Course modules at Open University of Tanzania.
Mallinson pcf9.
A brief presentation of some aspects of the paper: Evaluating the Design, Development, and Implementation Experiences of the Digital Fluency Course.
Full paper available at: http://oasis.col.org/handle/11599/3278
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
The Art of Technology and Teaching: Training for the Whole Campus Community, Amy Jo Swing – Lake Superior College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Microsoft certified educator_study_guideHassan Khan
A guide from Microsoft for MCE. Passing the Microsoft Certified Educator (MCE) exam demonstrates to parents, administrators, and future employers that you have the skills needed to enhance
teaching and learning using the technology tools available to you. This guide explains
what the MCE exam is, what it measures, and how you can best prepare yourself to pass this rigorous test.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
United Nations University RFP (case study)
1. Project Proposal Presentation Coach-2-Learn Instructional Design Consultants EDTEC 684: Spring 2009 Martha Tessmer Kate Winsor Brian Dickey Andrzej Bojarczak United Nations University Technology Integration
Our company, Coach -2-Learn: Instructional Design Consultants,represented here by M.T, K.W., B.D., and A.B., welcomes this opportunity to present our proposal.We have developed it in response to a request by United Nations University for a Technology Integration project.
UNU has become a recognized leader in higher education and has rapidly expanded its global reach,establishing 32 campuses in 15 countries and employing 1000 faculty and staff.This rapid expansion has brought with it rewards as well as challenges.The organization relies heavily on technology to accomplish its mission of educating learners around the world.In any given year approximately one third of its teaching force are new faculty who do not always possess the same desired level of technological knowledge and skill. As a result the use of technology within UNU is not optimized.
The overarching goal for this project, then, is to firmly anchor technology-based learning both in traditional classroom and online curricula.More specifically, UNU would like to make sure that all of its faculty can and will employ a range of technology in their classroom teaching and that they will be able to develop and facilitate a basic online course using the LMS adopted by the university.
Coach-2-Learn fully appreciates that challenge.We share UNU’s firm belief in the pivotal role of technology in today’s educational sceneand in the absolute necessity of maintaining a qualified cadre of teachers who understandhow to use technology optimally to ensure the best learning outcomes.The solution we propose is a WBT program consisting of two courses: Technology Integration in the Classroom and Technology in Distance Education.The courses will be offered in a dual format: Asynchronous and Synchronous.The first format will allow the UNU faculty to work at their own pace through the training materials within the timeframe established by the university.By employing a variety of delivery methods in the asynchronous courses, we will reach a diverse audience with different learning styles.The synchronous format will consist of online sessions that will provide an opportunity for hands-on practice, guidance and real-time feedback to reinforce the content learned in the asynchronous part.Our solution also includes an optional online support component. If purchased by UNU, the faculty will have access to a peer-based forum and a resource library.We believe that the pairing of these two rich instructional methods together with the online supportwill adequately prepare UNU faculty to apply the new skills and knowledge to their own classroom teaching and online course design.
The faculty will access all components of our training through a portal in Moodle, the LMS currently used by UNU.
As you can see here, the learning outcomes for the first course, Technology Integration in the Classroom, will include a thorough understanding and application of psychological factors that influence learningas well as employing various technologies such as PowerPoint, multimedia, social networking, and the internetfor instruction delivery in the traditional classroom.
To teach all these concepts and applications, the asynchronous part of the TIC course will consist of six modules and a cumulative assessment at the end.In the synchronous part, we will conduct three sessions to reinforce what the participants will have learned in the asynchronous component.
Let’s take a look at some sample screenshots of various elements of the TIC course.The first slide is the home page for the Asynchronous TIC course, where the faculty will access all the modules, the peer forum,the resource library, and the help menu.
This slide shows the content inside one of the modules.
In addition to the summative assessment module at the end of the course,there will be formative evaluation at the end of each module in the form of short, non scored interactive quizzes with immediate feedback.
Here is a screenshot of one of the synchronous sessions in the TIC course that will be conducted on the Wimba platform.
The learning outcomes for the second course, Technology in Distance Education, will focus on understanding and incorporating differences between distance education and traditional classroom instructionas well as on employing various tools for delivery of online courses, such as authoring, assessment, collaboration, and administrative tools.Basing online instruction on solid learning theory will also be one of the outcomes.
The faculty will access all components of the TIDE asynchronous course through a home page similar to that used for the TIC training.
In the TIDE synchronous session the faculty will have a chance to practice adding and managing content to their course shells.
Here’s another slide showing the same topic.
As we mentioned before, an optional component to our WBT consists of a peer-based user forum and a resource library.The peer forum will foster collaboration between the participants.Our instructional designers will spend two hours each week while the forum is active to monitor it and respond to concerns and questions from the faculty.The Resource Library will have 5 advanced tutorials for those teachers who will want to acquire skills beyond the basic training. The tutorials will include such topics as creating podcasts of recorded lectures and building basic animations in Adobe Flash, just to give you a couple of examples.In addition, there will be a list of links to sites with vendor-developed tutorials for the software applications the faculty will learn during the training.Finally, all the job aids, demos and videos used in the TIC and TIDE asynchronous courses will be accessible through the library.
Here is a screenshot of the Resource Library page.
Our proposed training program will start on April 5th, 2010. Both the asynchronous courses and the synchronous sessions will last ten weeks each.There will be a two week delay between the start dates for the asynchronous and synchronous parts since faculty will need to complete the asynchronouscourses before they can register for the corresponding synchronous sessions.The optional online support would be active from the beginning of the training program through the end of 2010.We are confident that our proposed training will produce results desired by UNU.After faculty complete the training, they will be expected to start developing online courses and modifying their face-to-face instruction.The first “success stories” will be presented at the annual meeting of the Board of Directors on September 18, 2010.
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