The document discusses evaluating online course quality at American Public University System (APUS) to ensure student learning and success. It discusses:
1) APUS's mission of providing affordable and accessible online programs for military and public service communities.
2) The Community of Inquiry framework used to create engaging learning experiences through social, cognitive and teaching presences.
3) APUS's use of data from benchmarked instruments and assessments to continuously improve courses, programs and the student experience through a process of evaluation and decision making.
The panelists from SUNY Learning Network, University of Illinois at Springfield, and Penn State World Campus discussed how their e-learning institutions responded strategically to economic challenges during the recession. SUNY Learning Network drew down reserves to fund initiatives and reduce campus costs, increased membership, and aligned services with campus needs. The University of Illinois at Springfield pursued continuing education, blended learning models, and research to offset state funding cuts. Penn State World Campus doubled enrollment goals, examined revenue sharing policies, and collaborated across the university system to generate new revenue streams during a period of constrained state support.
The document summarizes a presentation on leveraging a critical friend model. It discusses:
1) Baseline data that showed group 1 (who received feedback) rated higher than group 2 (who received no feedback) in areas like communication, adaptability, and service orientation.
2) Subsequent rounds of data collection found greater improvements in group 1 over group 2, indicating the feedback was effective.
3) Next steps discussed expanding the program and collecting additional data.
2011Embedded Libraians and Faculty CollaborateWCET
1. Embedded librarians in online courses to provide point-of-need research assistance to distant students.
2. Assessed the pilot's success through pre- and post-tests showing a 58% to 94% improvement in students' research abilities.
3. Identified opportunities to strengthen the program, such as establishing assignment deadlines and timely grading to emphasize the importance of information literacy skills development.
The document provides an overview of state authorization from A to Z. It discusses reviewing state statutes and regulations, comparing multiple sources of information, creating tracking documents, and building internal and external relationships. Maintaining compliance requires monitoring marketing, catalogs, consumer information, enrollment, regulations and maintaining authorizations, exemptions, and regular review. The presenters aim to share experiences, best practices, effective processes, and recommendations for navigating state authorization.
The document summarizes the Transparency by Design initiative, a voluntary consortium of online institutions that share common data about their programs on the College Choices for Adults website. The initiative launched in 2009 with data from 12 institutions on over 30 programs. It focuses on learning outcomes and the adult learner experience. Members commit to contributing institutional data according to common standards and expanding the amount of program data and number of member institutions over time. The goal is to provide more robust information for prospective adult students to make informed choices.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and enrollment exceeded expectations, including interest from full-time faculty and administrators. Feedback was positive and some institutions are adapting the course content for their own faculty training. Next steps include using research findings to revise the course and conduct further studies.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
The document discusses evaluating online course quality at American Public University System (APUS) to ensure student learning and success. It discusses:
1) APUS's mission of providing affordable and accessible online programs for military and public service communities.
2) The Community of Inquiry framework used to create engaging learning experiences through social, cognitive and teaching presences.
3) APUS's use of data from benchmarked instruments and assessments to continuously improve courses, programs and the student experience through a process of evaluation and decision making.
The panelists from SUNY Learning Network, University of Illinois at Springfield, and Penn State World Campus discussed how their e-learning institutions responded strategically to economic challenges during the recession. SUNY Learning Network drew down reserves to fund initiatives and reduce campus costs, increased membership, and aligned services with campus needs. The University of Illinois at Springfield pursued continuing education, blended learning models, and research to offset state funding cuts. Penn State World Campus doubled enrollment goals, examined revenue sharing policies, and collaborated across the university system to generate new revenue streams during a period of constrained state support.
The document summarizes a presentation on leveraging a critical friend model. It discusses:
1) Baseline data that showed group 1 (who received feedback) rated higher than group 2 (who received no feedback) in areas like communication, adaptability, and service orientation.
2) Subsequent rounds of data collection found greater improvements in group 1 over group 2, indicating the feedback was effective.
3) Next steps discussed expanding the program and collecting additional data.
2011Embedded Libraians and Faculty CollaborateWCET
1. Embedded librarians in online courses to provide point-of-need research assistance to distant students.
2. Assessed the pilot's success through pre- and post-tests showing a 58% to 94% improvement in students' research abilities.
3. Identified opportunities to strengthen the program, such as establishing assignment deadlines and timely grading to emphasize the importance of information literacy skills development.
The document provides an overview of state authorization from A to Z. It discusses reviewing state statutes and regulations, comparing multiple sources of information, creating tracking documents, and building internal and external relationships. Maintaining compliance requires monitoring marketing, catalogs, consumer information, enrollment, regulations and maintaining authorizations, exemptions, and regular review. The presenters aim to share experiences, best practices, effective processes, and recommendations for navigating state authorization.
The document summarizes the Transparency by Design initiative, a voluntary consortium of online institutions that share common data about their programs on the College Choices for Adults website. The initiative launched in 2009 with data from 12 institutions on over 30 programs. It focuses on learning outcomes and the adult learner experience. Members commit to contributing institutional data according to common standards and expanding the amount of program data and number of member institutions over time. The goal is to provide more robust information for prospective adult students to make informed choices.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and enrollment exceeded expectations, including interest from full-time faculty and administrators. Feedback was positive and some institutions are adapting the course content for their own faculty training. Next steps include using research findings to revise the course and conduct further studies.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
The document discusses several key aspects of the 2010 "Program Integrity" regulations from the US Department of Education regarding online education. It summarizes the new definitions of credit hours, restrictions on incentive compensation, and expanded rules around misrepresentation. Specifically, it outlines the regulatory definitions of credit hours, restrictions on commission-based payments for recruitment/enrollment, and how misrepresentation now applies to any program offered by an institution.
The document discusses approaches to assessing students in distance education while ensuring academic integrity and convenience. It describes a panel at a 2011 conference that featured administrators discussing lessons learned and best practices for authenticating distance learning students. Specifically, it summarizes April Cognato's presentation on her university's use of a remote proctoring system called Remote Proctor Pro to proctor online exams, finding it effective at ensuring academic integrity while also being convenient and lower cost for students compared to in-person proctoring.
This document provides an overview of tools for social learning and teaching, including those for content creation, screencasting, interactive podcasting, web presentation, social media, and concept mapping. It lists popular free and paid tools for each category, such as Audacity and iSpring for content creation, Jing and Camtasia for screencasting, and VoiceThread for interactive podcasting. Social teaching tools mentioned include the free Sophia and Khan Academy websites.
The International Hispanic Online University outlines an approach to mapping learning outcomes at a granular level to drive online course design and evaluate learner achievement. Instructional designers work with subject matter experts to ensure content alignment with assessments through objective mapping. This granular competency mapping process has been successfully deployed in online courses to ensure quality and consistency in design, foster active learning, track assessment to content, and use data to monitor student achievement.
The document outlines best practices for mapping learning outcomes used by the International Hispanic Online University for course design and evaluation of learner achievement. Specifically, it discusses how mapping learning outcomes on a granular level drives the course design process and ensures alignment between content, assessments, and competencies. This granular competency mapping process has been successfully deployed in online courses by subject matter experts from multiple institutions.
The document outlines 10 common mistakes made in research articles, including choosing the wrong journal for the topic, having an incomplete or outdated literature review that lacks analysis, asking research questions not tied to the literature review, using the wrong research method or having an incomplete methods section, drawing conclusions not tied to the results, and having poor or incomplete writing. It also provides advice to focus research on mechanisms of online learning, apply pre-Internet theories, consider cost-effectiveness and consequences of online learning, and to structure articles with 1/3 on literature, 1/3 on methodology, and 1/3 on results and discussion.
University of Northern Colorado's Honors Program students engage in a series of thoughtful, intensive, and rewarding personal dialogues with their colleagues in countries such as Egypt, Morocco, Turkey, and Bahrain. During this live student-driven demonstration, discover how synchronous, web-based technologies serve as a conduit for new understandings across the oceans and cultures. As participants of the Soliya Connect Program college students in the U.S. Europe, and Middle East/North African countries to collaboratively explore relations between the West and the Arab and Muslim Worlds with the aim of improving intercultural awareness and understanding. More info at http://www.youtube.com/watch?gl=GBandhl=en-GBandv=Q5cEMtLDA0M
Making the Rules for Higher Education MaterialsWCET
The Higher Education Opportunity Act (HEOA) addresses a number of issues of interest to WCET members, including definitions of distance education and correspondence, student achievement, transfer of credit, student authentication, and growth monitoring. The presenters were all members of the Negotiated Rulemaking Team charged with determining the rules that will be used by the U.S. Department of Education to implement the provisions of the act. They will report on the process, outcomes, and implications for higher education and distance learning.
1) The document discusses a partnership program between The Evergreen State College and Grays Harbor College aimed at increasing success and retention of minority students in higher education.
2) The program provides a coordinated online and in-person curriculum for Native American students across Washington state and has resulted in improved completion, retention, and transfer rates compared to national averages.
3) Key aspects of the successful program include a hybrid online/in-person model, wrap-around support services, culturally relevant course content, and ongoing evaluation and improvement.
- Several surveys and studies found that the majority of students prefer communicating through means other than email, such as text messaging, social networks, and mobile apps. For example, a survey of college students found that 78% did not want communication via email.
- While email is still used by colleges to communicate with students, it is considered "old school" by teens who see it as a means of communication for older generations. Younger students are more likely to use texting, social media, and other newer technologies to keep in frequent contact with their peers.
- For instructors, utilizing newer technologies that students already engage with, such as social networks, microblogging, video sharing, and text messaging,
The document discusses lessons learned from migrating multiple colleges from the Blackboard LMS to the Desire2Learn LMS. It describes Colorado Community College System's initial plan to have faculty backup and upload their own courses, but challenges with that approach. The revised plan involved testing procedures, piloting with select courses, and providing varied training and support for the full migration. The key lessons were to communicate extensively, remain flexible, have contingency plans, and maintain a positive attitude throughout the process.
This document discusses using learner readiness assessments to improve online student retention. It introduces the READI assessment tool, which evaluates students' readiness for online learning by assessing their technology skills, time management, communication style, and other factors. The READI helps identify students who may be at risk of dropping out so the institution can intervene with support services. It also provides insight into students' learning styles to help schools design effective online courses and student services. Western Wyoming Community College uses the READI prior to students starting online classes through a demo course and introductory discussions. The READI flags struggling students and helps dispel myths about online learning in order to improve retention rates.
We won't use the training word preparing faculty for online teaching: City Un...WCET
The document discusses the City University of Seattle's Blackboard Wizard program. The Wizard program sends faculty introductory emails at the start of each quarter introducing a new Blackboard theme. It then follows up with additional emails called "Did You Know" emails that provide step-by-step instructions and screenshots for using different Blackboard features. The goals of the Wizard program are to promote Blackboard functions to faculty through small, in-depth lessons in a non-threatening manner and to provide one-on-one help when needed. Faculty feedback on the Wizard program has been positive, noting it increased their confidence and skills in using Blackboard.
The document discusses assessment data from the health administration and counseling programs. It provides details on the measures used to collect assessment data, including course grades, assignments, student surveys, and exams. The data is being analyzed to determine if curriculum changes are needed based on program outcomes and student performance criteria. The next steps involve discussing the assessment findings to identify areas that need further review.
The document discusses how Kaplan University used business process management (BPM) techniques like Six Sigma to improve processes in their Office of the Registrar. They mapped existing processes, measured key metrics, and implemented controls to manage performance. This included deploying a ticketing system to track work and standardizing processes. As a result, they saw a 63% improvement in meeting service level agreements, cost savings, and higher staff engagement and retention. The document advocates that other organizations map, measure, and manage their processes to achieve similar gains.
The document discusses electronic proctoring and identity validation for online programs. It outlines four models of proctoring that were pilot tested, including asynchronous and synchronous video monitoring with or without biometrics. A key goal was to reduce costs while ensuring program legitimacy and integrity. Lessons from the pilot test included determining student, faculty, and institutional needs before full implementation and having discussions to refine requirements.
The document discusses electronic proctoring and identity validation in online programs. It provides background on regulations from the Higher Education Act requiring institutions to validate student identities in online programs. It then discusses two institutions' approaches to identity validation, which involve secure login credentials but also more rigorous proctoring. The document recommends institutions determine their own philosophy and conduct a cost-benefit analysis to decide their identity validation approach.
The document discusses an adult learning design approach for identity validation in online courses. It focuses on individualizing learning grounded in culture, using learning contracts and rubrics linked to assessments, and promoting authentic learning experiences and student agency through strong instructor presence and various social networking tools. The approach also incorporates co-created learning objects, field activities, citizen science, and comparing classroom to online instructional best practices.
State of LMS in Higher Education: Understanding the Big PictureWCET
This document provides an overview and summary of the state of learning management systems (LMS) in higher education. It outlines the agenda for a presentation, including an introduction, discussion of the LMS vendor market and trends, information on peer institutions' LMS strategies, and a question and answer section. Major trends highlighted include the growing adoption of open source solutions, a shift toward more localized instances of LMS platforms, and ongoing disruption driven by vendors. The presentation aims to help institutions understand LMS choices and strategies at peer schools.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
The document discusses several key aspects of the 2010 "Program Integrity" regulations from the US Department of Education regarding online education. It summarizes the new definitions of credit hours, restrictions on incentive compensation, and expanded rules around misrepresentation. Specifically, it outlines the regulatory definitions of credit hours, restrictions on commission-based payments for recruitment/enrollment, and how misrepresentation now applies to any program offered by an institution.
The document discusses approaches to assessing students in distance education while ensuring academic integrity and convenience. It describes a panel at a 2011 conference that featured administrators discussing lessons learned and best practices for authenticating distance learning students. Specifically, it summarizes April Cognato's presentation on her university's use of a remote proctoring system called Remote Proctor Pro to proctor online exams, finding it effective at ensuring academic integrity while also being convenient and lower cost for students compared to in-person proctoring.
This document provides an overview of tools for social learning and teaching, including those for content creation, screencasting, interactive podcasting, web presentation, social media, and concept mapping. It lists popular free and paid tools for each category, such as Audacity and iSpring for content creation, Jing and Camtasia for screencasting, and VoiceThread for interactive podcasting. Social teaching tools mentioned include the free Sophia and Khan Academy websites.
The International Hispanic Online University outlines an approach to mapping learning outcomes at a granular level to drive online course design and evaluate learner achievement. Instructional designers work with subject matter experts to ensure content alignment with assessments through objective mapping. This granular competency mapping process has been successfully deployed in online courses to ensure quality and consistency in design, foster active learning, track assessment to content, and use data to monitor student achievement.
The document outlines best practices for mapping learning outcomes used by the International Hispanic Online University for course design and evaluation of learner achievement. Specifically, it discusses how mapping learning outcomes on a granular level drives the course design process and ensures alignment between content, assessments, and competencies. This granular competency mapping process has been successfully deployed in online courses by subject matter experts from multiple institutions.
The document outlines 10 common mistakes made in research articles, including choosing the wrong journal for the topic, having an incomplete or outdated literature review that lacks analysis, asking research questions not tied to the literature review, using the wrong research method or having an incomplete methods section, drawing conclusions not tied to the results, and having poor or incomplete writing. It also provides advice to focus research on mechanisms of online learning, apply pre-Internet theories, consider cost-effectiveness and consequences of online learning, and to structure articles with 1/3 on literature, 1/3 on methodology, and 1/3 on results and discussion.
University of Northern Colorado's Honors Program students engage in a series of thoughtful, intensive, and rewarding personal dialogues with their colleagues in countries such as Egypt, Morocco, Turkey, and Bahrain. During this live student-driven demonstration, discover how synchronous, web-based technologies serve as a conduit for new understandings across the oceans and cultures. As participants of the Soliya Connect Program college students in the U.S. Europe, and Middle East/North African countries to collaboratively explore relations between the West and the Arab and Muslim Worlds with the aim of improving intercultural awareness and understanding. More info at http://www.youtube.com/watch?gl=GBandhl=en-GBandv=Q5cEMtLDA0M
Making the Rules for Higher Education MaterialsWCET
The Higher Education Opportunity Act (HEOA) addresses a number of issues of interest to WCET members, including definitions of distance education and correspondence, student achievement, transfer of credit, student authentication, and growth monitoring. The presenters were all members of the Negotiated Rulemaking Team charged with determining the rules that will be used by the U.S. Department of Education to implement the provisions of the act. They will report on the process, outcomes, and implications for higher education and distance learning.
1) The document discusses a partnership program between The Evergreen State College and Grays Harbor College aimed at increasing success and retention of minority students in higher education.
2) The program provides a coordinated online and in-person curriculum for Native American students across Washington state and has resulted in improved completion, retention, and transfer rates compared to national averages.
3) Key aspects of the successful program include a hybrid online/in-person model, wrap-around support services, culturally relevant course content, and ongoing evaluation and improvement.
- Several surveys and studies found that the majority of students prefer communicating through means other than email, such as text messaging, social networks, and mobile apps. For example, a survey of college students found that 78% did not want communication via email.
- While email is still used by colleges to communicate with students, it is considered "old school" by teens who see it as a means of communication for older generations. Younger students are more likely to use texting, social media, and other newer technologies to keep in frequent contact with their peers.
- For instructors, utilizing newer technologies that students already engage with, such as social networks, microblogging, video sharing, and text messaging,
The document discusses lessons learned from migrating multiple colleges from the Blackboard LMS to the Desire2Learn LMS. It describes Colorado Community College System's initial plan to have faculty backup and upload their own courses, but challenges with that approach. The revised plan involved testing procedures, piloting with select courses, and providing varied training and support for the full migration. The key lessons were to communicate extensively, remain flexible, have contingency plans, and maintain a positive attitude throughout the process.
This document discusses using learner readiness assessments to improve online student retention. It introduces the READI assessment tool, which evaluates students' readiness for online learning by assessing their technology skills, time management, communication style, and other factors. The READI helps identify students who may be at risk of dropping out so the institution can intervene with support services. It also provides insight into students' learning styles to help schools design effective online courses and student services. Western Wyoming Community College uses the READI prior to students starting online classes through a demo course and introductory discussions. The READI flags struggling students and helps dispel myths about online learning in order to improve retention rates.
We won't use the training word preparing faculty for online teaching: City Un...WCET
The document discusses the City University of Seattle's Blackboard Wizard program. The Wizard program sends faculty introductory emails at the start of each quarter introducing a new Blackboard theme. It then follows up with additional emails called "Did You Know" emails that provide step-by-step instructions and screenshots for using different Blackboard features. The goals of the Wizard program are to promote Blackboard functions to faculty through small, in-depth lessons in a non-threatening manner and to provide one-on-one help when needed. Faculty feedback on the Wizard program has been positive, noting it increased their confidence and skills in using Blackboard.
The document discusses assessment data from the health administration and counseling programs. It provides details on the measures used to collect assessment data, including course grades, assignments, student surveys, and exams. The data is being analyzed to determine if curriculum changes are needed based on program outcomes and student performance criteria. The next steps involve discussing the assessment findings to identify areas that need further review.
The document discusses how Kaplan University used business process management (BPM) techniques like Six Sigma to improve processes in their Office of the Registrar. They mapped existing processes, measured key metrics, and implemented controls to manage performance. This included deploying a ticketing system to track work and standardizing processes. As a result, they saw a 63% improvement in meeting service level agreements, cost savings, and higher staff engagement and retention. The document advocates that other organizations map, measure, and manage their processes to achieve similar gains.
The document discusses electronic proctoring and identity validation for online programs. It outlines four models of proctoring that were pilot tested, including asynchronous and synchronous video monitoring with or without biometrics. A key goal was to reduce costs while ensuring program legitimacy and integrity. Lessons from the pilot test included determining student, faculty, and institutional needs before full implementation and having discussions to refine requirements.
The document discusses electronic proctoring and identity validation in online programs. It provides background on regulations from the Higher Education Act requiring institutions to validate student identities in online programs. It then discusses two institutions' approaches to identity validation, which involve secure login credentials but also more rigorous proctoring. The document recommends institutions determine their own philosophy and conduct a cost-benefit analysis to decide their identity validation approach.
The document discusses an adult learning design approach for identity validation in online courses. It focuses on individualizing learning grounded in culture, using learning contracts and rubrics linked to assessments, and promoting authentic learning experiences and student agency through strong instructor presence and various social networking tools. The approach also incorporates co-created learning objects, field activities, citizen science, and comparing classroom to online instructional best practices.
State of LMS in Higher Education: Understanding the Big PictureWCET
This document provides an overview and summary of the state of learning management systems (LMS) in higher education. It outlines the agenda for a presentation, including an introduction, discussion of the LMS vendor market and trends, information on peer institutions' LMS strategies, and a question and answer section. Major trends highlighted include the growing adoption of open source solutions, a shift toward more localized instances of LMS platforms, and ongoing disruption driven by vendors. The presentation aims to help institutions understand LMS choices and strategies at peer schools.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Tips For Teaching an Effective Online Course, CAMPBELL
1. Tips for Teaching an Effective Online Course (with Good
Student Achievement and High Student Satisfaction)
Michael Campbell 10‐9‐09
1) Introduction
a) A study I did demonstrated about equal learning and
student satisfaction in online and onsite sections of Acct
233 Principles of Accounting I.
b) I have taught these accounting courses online: Principles
1 & 2, Intermediate 1 and Governmental Accounting.
Student satisfaction has been high.
c) I chair the department. We have 20 full time and 10
part‐time faculty. I get all the student complaints.
d) The purpose of this presentation is to mention some
specific methods that have resulted in good outcomes
for student learning and student satisfaction in online
accounting courses.
e) Plan for the presentation: Course setup, Before the
course begins, Course operation, End of course activities
2) Course setup. Course set up is much more time consuming
for an online course. Proper course setup can reduce
instructor time required during the course.
a) Modules and content items.
b) Use of Announcements or News items.
c) Consider a Syllabus Quiz to ensure students know the
basic “rules” of the course.
d) Personal Introduction Threaded Discussion.
e) I use two Chats – Initial and before Exam 1. Students
really appreciate these chats.
f) Homework & solutions. Put specifics about assignments
in only 1 place—the syllabus or course schedule. In
content items, ask students to refer to the course
schedule for specific assignments and due dates. This
will allow you to change assignments in only 1 place .
g) Create exams using exam pools.
h) I give Sample Exams & solutions, and students earn
points for the Sample Exams.
i) Use publishers’ online resources. No need to duplicate
these in the course shell, e.g., narrated Ppt, Quizzes, etc.
j) Consider ways to engage students in the course.
2. i) Chats, especially the first chat.
ii) Threaded discussions (TDs). (I have not used these
much except for personal introductions and student
questions segregated by Chapter.)
iii) Group activities. Consider making the group work
mandatory if you decide to use groups. Voluntary
groups have not worked well for me.
3) Before the course begins
a) Set access dates for assignment solutions, quizzes,
exams, etc. Hide things you don’t want students to see.
b) Send emails before the course starts with Syllabus and
homework schedule and any special information the
students may find useful before the course begins, so
there are no first day surprises. Must use students’
preferred email addresses, since they won’t have access
to the course yet.
c) Post initial announcements/news items , e.g., “How to
take this course”, “Initial things to do”, etc., that will be
available the first day of class.
d) Depending on your system, you may be able to use
announcements from previous semesters and just set
new dates on announcements so they will appear
automatically when students are working on specific
areas or assignments. This worked well in eCollege.
4) Course operation
a) Recognize that some students are likely to encounter a
variety of issues early in the semester, from computer
and other technical problems, to not receiving their text
book on time. Allow flexibility early in the course.
b) Send lots of emails. Put the course number in the
Subject area, e.g., Acct 233. Ask your students to do the
same. Depending on your system you may want to set
up a folder to capture these emails. This will provide a
separate area for a record for the whole course.
c) Copy the whole class on most emails that you send,
including responses to student questions, and consider
also posting them as Announcements/News items.
d) Review some homework and provide some feedback.
Consider using a tablet PC for this. I also print papers,
3. make my comments, scan them and email back the
paper with my comments.
e) Consider using homework manager or similar software.
It has worked OK. I am working on getting the import
grades feature set up.
f) Make solutions available the day after assignments are
due. Tell students frequently that this is one method you
use to provide very detailed feedback, but it requires
some effort on their part.
g) Encourage students to call or email with questions, and
respond very quickly. I often respond immediately.
h) Make interaction with students positive and
encouraging. Student dissatisfaction often seems to
have resulted from the attitude or expectations of the
instructor or failure of the instructor to communicate
promptly or frequently with students.
i) Answer all student questions respectfully and
completely, even when they should know they answer.
Avoid telling students just to read the text or to read the
announcements or course syllabus. This type of
response probably will not get the student response the
instructor wants and it may dampen students’
enthusiasm for the course and the instructor.
j) Allow flexibility, e.g., drop the lowest 3 homework
scores, quizzes, etc. Allow people to submit assignments
late and even take exams late if they have reasonable
excuses.
k) Recognize that students may encounter a variety of
problems on exams, especially on the first exam, so be
flexible. Let students know about possible problems and
how to handle them, e.g., a windstorm disrupts Internet
service during an exam, the Internet will time students
out after 25‐45 minutes of no activity while they are
taking an exam. Use exam pools to create exams that
will be substantially different for each student.
l) If you are teaching an onsite section of the course, create
an exam for the onsite section by using the exam pool
created for your online course.
m) If you are concerned about cheating, consider requiring a
proctored exam, perhaps the comprehensive final exam.
Put this possibility in your course syllabus and be ready
to assist students in finding a proper proctored situation.
4. n) Let students know that exams will be open book, open
note, but set time limits on exams after which the exams
close automatically. Or, assess a penalty if additional
time is excessive. Let students know the policy.
o) Consider quizzes. Maybe use them as means to help the
students learn the material as opposed to evaluation
instruments. Consider giving twice as much time as
necessary on the quizzes and even encouraging students
to look up answers if they need to.
p) Find ways to get students to use the learning aids at the
text publishers’ websites. Consider some type of
incentives (points??).
5) End of course activities
a) Encourage students to complete the course assessment.
Must coordinate this with when the assessment form will
be made available to students, because they may have
only 1 opportunity to complete the course assessment.
b) Provide course‐to‐date score information well before the
final exam, so students know exactly where they stand.
May need to prepare a separate grade book in an Excel
spreadsheet to allow for dropping some of the
homework and quiz scores. May need to email separate
Excel spreadsheets to each student to provide only his or
her information.
c) For students that do well in the course, send them an
email to let them know they did well and might want to
consider accounting or ??? as a major and offer to meet
with them to discuss it.
6) Comments
a) Create the course to make it doable for the instructor
given the available resources, constraints, enrollment,
etc. I created a lot of work for myself this.
b) The keys are to be respectful until it hurts, respond
quickly and find ways to demonstrate that you are
actively participating in the course. I do 2 chats, do
frequent emails and announcement posting and respond
immediately to student emails. Other faculty do
frequent threaded discussions with feedback or do
extensive feedback on numerous assignments.