The document discusses the ICT Profile, which is a framework that colleges can use to help students develop information, methodological, and technological skills. The ICT Profile consists of 5 skills: searching for information, processing information, presenting information, working in a network, and using ICTs efficiently and responsibly. It is a universal framework that can be adapted to any college program. Implementing the ICT Profile involves teachers integrating it into the curriculum with help from an ICT pedagogical advisor and ICT subcommittee.
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Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
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the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
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D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
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Full download : https://alibabadownload.com/product/life-span-human-development-9th-edition-sigelman-solutions-manual/
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A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.
D.K. Wheeler was an educator at the University of Western Australia in 1967. He developed and extended the ideas by the work. Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the guidance of the school”. He developed and extended the ideas by the work, Influenced by the work of Tyler, Taba, and Bloom. The wheeler curriculum model is prescriptive as well as cyclical (non- linear) with 5 inter- dependent stages.
Wheeler’s 5 curriculum development stages
1. Aims, goals and objective
2. selection of learning experience
3. selection of content
4. organization and integration of learning experiences and content
5. Evaluation
Wheeler’s cyclical model has the advantage of flexibility over the linear models: it allows curriculum specialists to start working at any stage in the process. The Wheeler model also emphasizes content selection, and the integration of content in providing quality learning experiences. This model focuses on situational analysis: the context in which the curriculum decisions are taken is considered important, as this is believed to help make the most effective decision.
Life-Span Human Development 9th Edition Sigelman Solutions ManualTimothyPadilla
Full download : https://alibabadownload.com/product/life-span-human-development-9th-edition-sigelman-solutions-manual/
Life-Span Human Development 9th Edition Sigelman Solutions Manual
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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.
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1. The ICT Profile
Rafael Scapin, Ph.D.
Coordinator of Educational Technology
IST Department
Dawson College
2. • ICT Profile: Definition
• Importance
• How to Implement it
• Questions
Content
3. The ICT Profile for College Students is a
framework that teachers and colleges can rely
on to help their students develop the
informational, methodological, and technological
skills required.
What is the ICT Profile?
ICT = Information and Communication Technologies
4. Rare is the college curriculum that does not
involve searching for, processing and presenting
information.
The ICT Profile sets out an approach that allows
these skills to be acquired within a single course
or an entire program.
What is the ICT Profile?
5. The Dawson Graduate Profile is based upon the outcomes
that were identified in the report College Learning for the
New Global Century issued by the Association of American
Colleges and Universities in 2007.
The report recognized that today’s students will need broad
knowledge, strong intellectual skills and a grounded sense of
ethical and civic responsibility to be able to meet the myriad
challenges of the 21st century with respect to environmental,
global, intercultural, technological and scientific changes.
Dawson Graduate Profile
https://www.dawsoncollege.qc.ca/strategic-plan/the-dawson-graduate-profile/
6. The Graduate Profile builds on and expands program
competencies and can be viewed as cross-curricular in
that all students, regardless of the program in which they
are enrolled, should develop these outcomes. These
outcomes are integrated and supported extensively
throughout the curriculum and outside of the curriculum
through a deliberate and systematic approach.
Dawson Graduate Profile
https://www.dawsoncollege.qc.ca/strategic-plan/the-dawson-graduate-profile/
7. It consists of five skills. Each skill has
defined objectives that involve tasks to be
accomplished. It therefore presents a three-level
structure of elements.
Universal, it can be adapted to all programs and
to all colleges.
ICT Profile Characteristics
8. Relevance for Students
Prepares students for the labour market, university
and for a digital society
Information and technological skills required for:
All technical or career programs: biological,
physical, social, business, arts areas
All pre-university programs: Social Sciences,
Sciences, Arts, Literature and Communications, etc.
10. ICT Profile Characteristics
An ICT Profile for students:
All programs that put forward a cognitive and
methodological approach (knowledge, skills, soft
skills)
Options within the programs using software
applications in order to master a skill
More flexible and simplified structure
Long-term, independent of technological change
11. lt targets all students, including those with
disabilities.
Its logic is similar to “Universal Design for
Learning” (UDL), which aims to develop
pedagogical skills for all learners.
It offers the help needed to acquire technological
skills to support the mastering of high-level skills,
whether informational, methodological or
cognitive.
ICT Profile Characteristics
12. It gives teachers in programs flexibility when it
comes to choosing software applications and the
right digital environment to use for mastering a
skill.
Because it is independent from technological
changes, its relevancy will last longer.
ICT Profile Characteristics
21. Skill 5: Use ICTs in an Efficient
and Responsible Manner
22. http://www.profweb.ca/en/ict-profile/use-icts-in-an-efficient-and-responsible-manner
Skill 5: Use ICTs in an Efficient
and Responsible Manner
This skill offers students a toolbox that will allow them to:
•use technology efficiently during their college studies by mastering their work
environment and by developing autonomy.
•adopt good habits when it comes to using ICT.
•develop a set of behaviours that encourage them to be aware and responsible citizens.
24. SKILL 2
Process
Information
SKILL 2
Process
Information
Task 2.3.2
Choose the type and appropriate
tools of representation
Task 2.3.2
Choose the type and appropriate
tools of representation
involves
OBJECTIVE 2.3
Structure the Information
OBJECTIVE 2.3
Structure the Information
involves
Concept
plan
Concept
planTableTable GraphGraph PlanPlan Other...Other...
can be in the form of
Concept
map
Concept
map
Spreadshee
t
Spreadshee
t
Word
processing
Word
processing
Other...Other...
with (as
required)
25. SKILL 3
Present Information
SKILL 3
Present Information
OBJECTIVE 3.2
Carry out the Production
OBJECTIVE 3.2
Carry out the Production
involves
Task 3.2.2
Integrate the content
elements into the production
Task 3.2.2
Integrate the content
elements into the production
involves
AnimationAnimationTableTable SoundSound ClipartClipart Other...Other...
can be in the form of
TextText
BlogBlogWord
processing
Word
processing Slide showSlide show Other...Other...
Included in
VideoVideo
31. Meeting the expectations
and requirements of
universities and the
labour market
Ensuring a continuum
in students’ paths
by encouraging
inter-order initiatives
Staying competitive
with other educational
systems worldwide
Supporting active
pedagogy
Raising standards
for a more efficient use
of ICT and for a better
monitoring of student
learning
Integrating digital
skills in the college
network’s
programs of study
IS…
34. Recognizing the Mastering of Digital Skills
The Recognition of Acquired Competencies
(RAC) process provides individuals with the
opportunity to have their experience and
competencies acquired in the workplace, recognized
and accredited.
https://www.dawsoncollege.qc.ca/recognition-of-acquired-competencies/
35. Integrating Digital Technology in Classrooms for:
Source: Collège Montmorency
• Collaborative learning
• Worldwide connections
• Higher-level learning
• Communication
Eucalyp from Flaticon (Creative Commons BY 3.0)
36. College and Services
Source: Collège Montmorency
Eucalyp from Flaticon (Creative Commons BY 3.0)
Pedagogical Leadership
Collaboration Among all Services
Involved
Common and Coherent Pedagogical
Vision
37. Supportive organizational conditions
Source: Collège Montmorency
Eucalyp from Flaticon (Creative Commons BY 3.0)
ICT Integration Plan
Professional Resources
Technical Resources
Material Resources
39. Implementation of the ICT Profile
Source: Collège Montmorency
To fully integrate the ICT profile in a curriculum, it is
essential to have the willingness of a college’s director
and its teachers.
As well, IT-REP/RepTIC Network studies show that the
ICT pedagogical advisor plays an important role in
effectively guiding the work.
40. Implementation of the ICT Profile in a Curriculum
Source: Collège Montmorency
Teachers:
The teacher works in conjunction with the ICT
pedagogical advisor and the ICT subcommittee in the
targeted program, developing a plan for integrating the
ICT profile in the curriculum.
He is involved in producing the integration plan and,
together with the ICT pedagogical advisor, submitting it
to various groups and boards for review or approval.
41. Implementation of the ICT Profile in a Curriculum
Source: Collège Montmorency
ICT subcommittee:
A subcommittee may be formed by the home
department of the teacher who is granted release time.
The department selects the members; it is
recommended that members be selected according to
the disciplines in a program of study. The committee
assists the teacher given release time as well as the
ICT pedagogical advisor.
It participates in and guides the development of a plan
for integrating the ICT profile.
42. Implementation of the ICT Profile in a Curriculum
Source: Collège Montmorency
ICT pedagogical advisor:
The ICT pedagogical advisor counsels, facilitates,
supports and gives feedback to senior cadres
responsible for educational services, to teachers, and
to other professionals.
He or she contributes to the development,
implementation and monitoring of the ICT profile
integration plan.
43. Implementation of the ICT Profile in a Curriculum
Source: Collège Montmorency
Department:
The department is involved in approving the program
ICT Profile and gives its opinion on the ICT integration
plan.
Teachers in the department participate in some work
related to educational activities involving ICT.
44. Implementation of the ICT Profile in a Curriculum
Source: Collège Montmorency
Program committee:
The program committee reviews the proposal for
integrating the ICT profile and approves the final
version.
The plan is then presented to the director, who in turn
submits it to the board in accordance with the college’s
current procedures.
45. Sources
Source: Collège Montmorency
ICT Profile Website: http://www.ictprofile.ca
Guide : Integrating the ICT Profile for College Students into a Program
Normand Kevin Aubin, M.Sc., ICT pedagogical advisor (2016)
2014 Edition of the ICT Profile for College Students: A Cognitive
Approach First!
Nicole Perreault, Réseau REPTIC In collaboration with Huguette Dupont,
Cégep de Granby
Prenons par exemple l’habileté 2 « Traiter l’information > Structurer l’information > Choisir le type de représentation et l’outil appropriés ». La démarche cognitive est analogue selon que l’on étudie en Arts plastiques, en Sciences de la nature ou en Techniques de travail social. Toutefois, comme la nature de l’information à analyser est souvent différente d’un programme à l’autre, le choix d’applications logicielles à utiliser pourra varier d’un programme d’études à l’autre.
Même chose pour l’habileté 3 Traiter l’information. La démarche proposée s’applique à tous les logiciels possibles et impossibles