Tqr project palm june evaluation draft
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The TQR Project PALM is a professional development program focused on enhancing teacher capability in instructional design, e-learning, and assessment. It is facilitated by Colleen Hodgins, Peter Carr, Nicole Shang, and Julie Woodlock and uses the RIPPLES model of evaluation which examines resources, infrastructure, people, policies, learning, evaluation, and support. The program aims to evaluate teacher development aligned with its three priority areas.
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Tqr project palm june evaluation draft
The document outlines details of the Project PALM team and their draft evaluation of the PALM project. The PALM project is a TQR professional development program focused on teacher capability enhancement in instructional design, e-learning, and assessment. The evaluation is based on the RIPPLES model of resources, infrastructure, people, policies, learning, evaluation, and support. Contact details are provided for the Project PALM manager and facilitators.
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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 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.
Digital content leadingpractice_webconference3_march23
This document outlines the agenda and activities for a March 23rd 2012 workshop. It includes:
1. An introductory activity where participants post a comment on their my.TAFE profile page updating their progress on their project.
2. Breakout room discussions where participants discuss project issues and share my.TAFE comments with a buddy.
3. A list of March to-do's and links related to digital content research, social media policies, file sharing options, and copyright issues.
4. An outline of where to go from here, including completing March to-do's, preparing for the next web conference, and developing a 10 minute coaching activity.
More from Colleen Hodgins (20)
Digital content leading practice evaluation interview
Digital content leading practice evaluation interview
Digital content leadingpractice_webconference9_aug3
Digital content leadingpractice_webconference9_aug3
Digital content leadingpractice_webconference7_june22
Digital content leadingpractice_webconference7_june22
Digital content leadingpractice_webconference6_june8
Digital content leadingpractice_webconference6_june8
Digital content leadingpractice_webconference5_may4
Digital content leadingpractice_webconference5_may4
Digital content leadingpractice_webconference3_march23
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Tqr project palm june evaluation draft
- 1. TQR Project PALM Draft Evaluation
- 2. The Project PALM team – The Fronds Colleen Hodgins (PALM Project Manager) – TNQ, SQIT and Mount Isa TAFE colleen.hodgins@deta.qld.gov.au 0439791594 Peter Carr (Project PALM facilitator) – Central QLD TAFE peter.carr@deta.qld.gov.au (07) 4920 2480 Nicole Shang (Project PALM facilitator) – Wide Bay TAFE nicole.shang@deta.qld.gov.au (07) 4120 6321 Julie Woodlock (Project PALM facilitator) Barrier Reef TAFE Julie.woodlock@deta.qld.gov.au (07) 4750 5471 mobile:0438775932
- 3. What is this PALM project all about? This is a TQR professional development program for semester 1 2010, focused on teacher capability enhancement aligned with three core priority areas: 1. Instructional design 2. E-learning 3. Assessment
- 5. The research underpinning our PALM Project evaluation is http://innovateandintegrate.flexiblelearning.net. au/html/home.html and the RIPPLES model 1. Resources 2. Infrastructure 3. People 4. Policies 5. Learning 6. Evaluation 7. Support
- 7. The research underpinning our PALM Project evaluation is http://innovateandintegrate.flexiblelearning.net. au/html/home.html and the RIPPLES model 1. Resources 2. Infrastructure 3. People 4. Policies 5. Learning 6. Evaluation 7. Support
- 8. Resources
- 10. People
- 11. Policies
- 12. Learning
- 13. Evaluation
- 14. Support
- 15. The research underpinning our PALM Project evaluation is http://innovateandintegrate.flexiblelearning.net. au/html/home.html and the RIPPLES model 1. Resources 2. Infrastructure 3. People 4. Policies 5. Learning 6. Evaluation 7. Support
- 17. Where to from here?
- 18. Other…