Tqr project palm informationsession_ve-mentoring250310
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This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010, with teachers committing around 30 hours over the semester. Project PALM is open to those within TAFE Queensland Regional but also allows involvement through networks and shared resources.
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![TQR Project PALM Promoting, designing and supporting Professional Development for VET teachers with a technological twist! Ve-Mentoring web conferencing session- March 25, 2010 Colleen Hodgins – Project Manager [email_address]](https://image.slidesharecdn.com/tqrprojectpalminformationsessionve-mentoring250310-100621013320-phpapp01/85/Tqr-project-palm-informationsession_ve-mentoring250310-1-320.jpg)
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Tqr project palm informationsession_ve-mentoring250310
This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.
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Tqr project palm informationsession_ve-mentoring250310
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This document provides information on the TQR Project Palm which is a teacher professional development project conducted in May 2010 that focused on reinvigorating instruction in areas like instructional design, e-learning, and assessment. The project aimed to provide timely learning opportunities for teachers to improve their teaching practice in these areas using educational technologies. It also sought to identify teacher needs, enable collaboration, and enhance capabilities across TQR Institutes.
Applying design thinking to reimagine our First Year Experience - EFYE 2017 B...
Presentation given at European First Year Experience conference. This session presented the lessons learned as well as the outcomes of evaluations undertaken for 20 prototype projects to enhance the First Year Experience that were implemented in three higher education institutions in Dublin in 2015-6 (Dublin Institute of Technology, Institute of Technology Tallaght and Institute of Technology Blanchardstown). Recommendations that we can now make at an institutional level regarding which initiatives could and should be implemented more widely and the next steps required are also discussed as are findings that we feel can be extended more widely to other higher education institutions.
CPD/SLN/OLIS certificate programs - SLN SOLsummit
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.
563planning
This document provides guidance for developing an education technology plan. It recommends including stakeholders from the school, district, and community in the planning process. The plan should determine how technology will support teaching and learning goals, professional development needs, infrastructure requirements, and funding sources. An effective plan is comprehensive, supported by goals and measurable objectives, and establishes benchmarks for implementation and evaluation.
Webinar for ascilite community
The document discusses the ALTC Good Practice Reports (GPRs) on technology-enhanced learning and teaching. 11 GPRs were commissioned to evaluate outcomes and practices from ALTC projects. The GPR on technology-enhanced learning covered 33 projects and defined technology-enhanced learning as enriching learning experiences and intellectual expression using digital media. It identified 10 outcomes of exemplar projects and provided recommendations for implementing good practices. The Network of Australasian Tertiary Associations aims to integrate and disseminate the GPRs' findings.
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OWL Training.pptx
The document introduces the Immersive Owl, a 360-degree camera that provides an immersive experience for hybrid learning. It can be connected via USB and power to platforms like LearnJCU and Zoom to allow remote students to feel present. Tips are provided on using the Owl technology effectively in the classroom through student engagement strategies, group work, and ensuring all students have the best view.
Hpsc assessment 2021
This document outlines the steps for a training program, including preparing by watching presentations and reviewing resources, participating through tasks and practicing techniques, providing feedback through weekly reflections, and assessing learning with a final submission. The training covers various topics through lectures, multimedia, reflection documents, technique guides and health professional self-care assessments. Progress is saved in a personal learning portfolio tagged to competency standards.
Pc1101 weekly brief template collaborate images
This document provides an overview of the weekly activities and topics for an introduction to pharmacy course. It includes details of two guided learning sessions on the weekly topic and communication skills, as well as a laboratory practical session and assessments. The topic focuses on developing skills and knowledge around specific pharmacy competency standards and domains. Students are given preparation and discovery activities to complete independently as well as guidance on assessing their existing knowledge and working through challenges and key points of the topic.
JCU pharmacy2021 e-portfolio student
1) JCU pharmacy students will use the PebblePad e-portfolio tool to store and reflect on learning activities, assessments, and competency achievements throughout their 4-year degree.
2) In 2021, first-year pharmacy students will be the first cohort to use an e-portfolio, as part of JCU's new distributed pharmacy program across 3 campuses.
3) The e-portfolio, LearnJCU, and online classrooms will be the main online learning tools. Students will receive training and support to use these tools, starting with an introduction to the e-portfolio.
Eportfoliotimeline
This document outlines the placement and residential plan for a student named PC1101 PC1102 from 2021-2025. It shows they will be in residential placement for year 1 in 2021, year 2 in 2022 and year 3 in 2023. After an internship in 2025, they will begin their professional career.
E portfolio pedagogy pharmacy2021-september2020
This document outlines 5 pharmacy domains for developing competency standards: 1) Professionalism and ethics with 1.1-1.6 standards and 22 enabling competencies, 2) Communication and collaboration with 2.1-2.4 standards and 12 enabling competencies, 3) Medicines management and patient care with 3.1-3.6 standards and 25 enabling competencies, 4) Leadership and management with 4.1-4.7 standards and 22 enabling competencies, and 5) Education and research with 5.1-5.3 standards and 13 enabling competencies.
E portfolio pedagogy pharmacy2021-september2020
This document outlines 5 pharmacy domains for developing competency standards: 1) Professionalism and ethics with 1.1-1.6 standards and 22 enabling competencies, 2) Communication and collaboration with 2.1-2.4 standards and 12 enabling competencies, 3) Medicines management and patient care with 3.1-3.6 standards and 25 enabling competencies, 4) Leadership and management with 4.1-4.7 standards and 22 enabling competencies, and 5) Education and research with 5.1-5.3 standards and 13 enabling competencies.
E portfolio pedagogy pharmacy2021-september2020
DRAFT summary of year 1 PC1101 use of e-portfolio with associated screen grabs of PSA professional practice standards and competency standards
E portfolio pedagogy pharmacy2021-september2020
1. The document discusses the use of e-portfolios and Pebble Pad learning technology at James Cook University to support pharmacy curriculum and assessment.
2. Students will complete activities and assessments tagged to relevant professional standards, and collate evidence of skills and knowledge across their degree program.
3. The document provides examples of activity worksheets for a first year pharmacy subject, outlining how students map their work to professional competencies and standards.
Educational design presentation 2020
The document discusses the iterative design process for an online postgraduate course in financial advising. Key points:
1. The course consists of 8 subjects being designed for a 6-week carousel model to provide qualifications for financial advisers by 2024.
2. An active, collaborative approach is taken, informed by educational theories of connected learning. Subjects will include scenario-based assessments and focus on communication, collaboration, creation and feedback.
3. The design process is ongoing, with further consultation in January 2020 to consolidate design elements like topic outcomes and assessment, and finalize the online course structure. The new qualification is a work in progress designed sustainably.
Tafesw hairdressing plc_update_april2015
The hairdressing team at TAFE Queensland is 12 weeks into developing online content for hairdressing units. They are consolidating topics across units, sourcing new images and activities, and mapping topic content. Specific tasks completed include reviewing and rewriting content for cutting units, adding videos to topics, and unpacking learning objects to incorporate tasks. Upcoming work involves recording consultation videos, finalizing images, and developing online content and activities for several haircut design and analysis topics.
Tafesw hairdressing plc_update_april2015
The team is 12 weeks into developing new online learning resources for the hairdressing cutting cluster at TAFE Queensland. They have consolidated content into relevant topics aligned with course units, sourced new images and activities, and mapped topics across clusters. Specific tasks completed include reviewing and rewriting content for the SIHHHCS301A unit, chunking haircut structure videos and adding them to topics, and reviewing Cyber-hair toolbox learning objects to identify tasks. Upcoming tasks include recording consultation videos, finalizing caricature images, and developing full webpages for topics like haircut design and analysis. The team will also consult with colleagues around the country on video production and resource feedback.
Design haircut structures tipspowerpoint plc
The document summarizes the work of the TAFE Queensland Hairdressing Professional Learning Community over 8 weeks. They mapped hairdressing content into topics aligned with qualifications, developed introductory scripts for each unit, and reviewed and rewrote content for one unit. They cut existing haircut structure videos into smaller segments for a YouTube channel. Images were also reviewed and sourced for a unit. Three learning objects from a toolbox were reviewed for tasks and modifications. A word document outlines each topic and identifies subtopics to become online pages with content, questions, and activities.
Digital content leading practice evaluation interview
These were the slides used to focus the Digital Content - leading Practice participants to tell their story and learning journey via the webconference platform.
Digital content leadingpractice_webconference9_aug3
The document summarizes a web conference that took place on August 3rd, 2012 about digital content. It discusses reviewing progress on projects, sharing learning through blogs and forums, applying digital content understanding to real world contexts, gauging what has been learned in the capability program, and next steps including a workshop in September. Apologies were given by Sandie McCoy and a video was watched to energize participants and relate to the topic of digital content.
Digital content leading practice _webconference
This document outlines 10 challenge activities for participants in a 10 week Digital Content - Leading Practice Capability program. The activities include: connecting with a buddy weekly; commenting on blog posts; creating digital content; contributing a podcast; co-creating a video; completing moderator training; collaborating with a mentor; setting up a portfolio; designing an infographic; and attending web conferences.
Digital content leadingpractice_webconference7_june22
This document summarizes a web conference about digital content and learning design. It lists various resources and websites related to creating digital content, designing e-learning, and developing learning checklists. Next steps discussed include an upcoming workshop, Adobe software training, and updating profiles on the my.TAFE learning management system page.
Digital content leadingpractice_webconference6_june8
This document summarizes a web conference that took place on June 8, 2012. It provides an agenda for the conference that includes reviewing feedback from a previous workshop, discussing action learning projects and how attendees can be helped, and choosing presentation formats such as Prezi, videos, ebooks, and voicethread. The document also provides next steps which are the next web conference on June 22 and an in-person workshop in September, as well as contact information for the organizer.
Dclpheptathlon
This are the slides that will be used in our digital content heptathlon event next Thursday 13th September using web conferencing and curatr
Digital content leadingpractice_webconference5_may4
This document summarizes an upcoming web conference on May 4th, 2012. Participants are asked to choose a song from a music site and share the link. It discusses tiny URLs for shortened links and an upcoming workshop on May 24th and 25th in Brisbane. Attendees are asked to provide three takeaways they want from the workshops and contact information is provided for the project officer organizing the events.
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Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
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Paper Link: https://eprint.iacr.org/2024/257
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Tqr project palm informationsession_ve-mentoring250310
- 1. TQR Project PALM Promoting, designing and supporting Professional Development for VET teachers with a technological twist! Ve-Mentoring web conferencing session- March 25, 2010 Colleen Hodgins – Project Manager [email_address]
- 4. Aims for today’s session