Using online collaborative tools, 480 students from different disciplines were assigned to multidisciplinary teams to consider the health impacts and care delivery in Sheffield over 12 weeks. Each of the 48 student teams had an online workspace on Google Sites and a dedicated facilitator for support. While students liked meeting other disciplines and teamwork, the module was found to be too long and some resources like video and blogs were underutilized. Future iterations will be shortened to 6 weeks, include more face-to-face time, and focus on developing healthcare interventions.
Going Deeper with the Zero Hunger Initiative and Food Security ProjectsBonner Foundation
Interested participants may join this session to continue strategizing about ways to integrate co-curricular and curricular engagement around food security, hunger, and poverty. Guided by Felecia Deas, Spelman College; Shannon Maynard, Congressional Hunger Center; and Bobby Hackett, Bonner Foundation.
The NCSEHE hosted a webinar on Wednesday 10 June 2020, presented by Kylie Austin and Meg Smith from the University of Wollongong (UOW).
Kylie and Meg discussed how UOW’s Widening Participation and Outreach team has shifted its program to a remote delivery mode. The presentation includes feedback from university mentors and students engaging in the program.
Going Deeper with the Zero Hunger Initiative and Food Security ProjectsBonner Foundation
Interested participants may join this session to continue strategizing about ways to integrate co-curricular and curricular engagement around food security, hunger, and poverty. Guided by Felecia Deas, Spelman College; Shannon Maynard, Congressional Hunger Center; and Bobby Hackett, Bonner Foundation.
The NCSEHE hosted a webinar on Wednesday 10 June 2020, presented by Kylie Austin and Meg Smith from the University of Wollongong (UOW).
Kylie and Meg discussed how UOW’s Widening Participation and Outreach team has shifted its program to a remote delivery mode. The presentation includes feedback from university mentors and students engaging in the program.
Experiences of flipping an online classroom: An appraisal using the Community...Blackboard APAC
Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands.
This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning.
The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000).
There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
Scaffolding Research and Guided InquirySenga White
Presentation on 16th October 2013 on scaffolding research and guided inquiry for Otago University teacher trainees as part of their Literacy Across the Curriculum paper which includes models, ideas and resources to achieve this.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Experiences of flipping an online classroom: An appraisal using the Community...Blackboard APAC
Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands.
This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning.
The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000).
There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.
Scaffolding Research and Guided InquirySenga White
Presentation on 16th October 2013 on scaffolding research and guided inquiry for Otago University teacher trainees as part of their Literacy Across the Curriculum paper which includes models, ideas and resources to achieve this.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
TELFest and its impact at the University of Sheffield. The presentation also provides links to discussions that took place during the session. The discussions explored starategies to promote the adoption of TEL.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TELIan Glover
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
Enabling Engagement: Collaborative and Supportive Learning using a WikiPaul Jinks
Case study of assessed wiki activity for DL Masters students in Health. Highlighted are the use of a journal for reflective learning and students' perceptions of the activity.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Using Collaborative Tools to Support Large Scale Multi-disciplinary Work
1. Using online collaborative
tools to support large
scale multi-disciplinary
work
Faculty of Medicine, Dentistry & Health
Nav Hundal, Faculty Learning Technologist
2. Overview
• Achieve More
• The Health Challenge
• Challenges
• Solutions – the online approach
• What next
3. • Achieve More – university wide module,
students working together to solve real li
global issues.
https://youtu.be/YbRprnCzbC0
• Undertake the module at each level
• Progression is dependent on successfully
passing each level
4. The Health Challenge
• Working in multidisciplinary teams, students were
required to consider the impact of cultural and socio-
economic differences of health and the delivery of health
care within the community of Sheffield.
• 480 students - students were allocated into groups and
each group allocated a dedicated facilitator to support
them throughout the 12 weeks.
• Each group diverse mix of students
• Dedicated facilitator in each group
• Assessment – group presentation/ reflective statement
14. Student Feedback
What did they like?
•Meeting people from other disciplines
•Working in teams
•Opportunity to visit a new area / learn about a part of Sheffield
•Facilitators
What did they dislike?
•It was too long (Should be a week, in first term)
•It was at the wrong time (esp too close to exams)
15. Evaluation
• Technology enabled collaborative approach to delivery
and for this large volume of students
• Too long, video resources under used – used at crucial
points
• Blog and G+ community for facilitators #fail
What’s new? Still online, but…
• 6 weeks – 1 site
• More face- to –face
• The pitch – healthcare intervention HEAR awarded
Achieve More is a university wide module designed to get students working in inter-displinary teams to nurture and develop real life skills such as team working, problem solving, critical thinking, reflection and communication etc.
Year 1 -
What is health? What affects health and health inequalities?
First year of implementing the module so had quite a few challenges. Firstly the volume of students we had, diverse disciplines including, medics, orthotics, nurses, dentists etc, timetabling issues, we had very limited availability for them all to get together so we were working with some evening slots, student engagement, at this stage I should mention the module is mandatory but it is not accreditied and because of all fo these things we decided to go for a long thin approach online where as the other faculties had got a week out of their timetabling and did things across 5 days.
So we wanted to give them weekly updates and content, the nature of the challenge is around team work so we needed to make sure it was on a platform which allowed them to collaborate easily and flexibily, alowing them to have online discussion and also accessible to their facilitators. We did however not care if they did want to use other ways of communicating such as facebook, email, what’s app etc and some groups did.
We decided to go for Google, we are a google institution and didn’t want to use our VLE Blackoard. Simple reason being we wanted it to look a little nicer, we wanted to get them used to using google apps and sites so they were learning new skills. Our medics use a different VLE and we didn’t want to over complicate things either. So we used the following tools to deliver this over 12 weeks along with 3 face to face sessions with their facilitators and one session where they had to go out to an area of sheffield to under take a health care needs analysis.
This is what the site looked like, each group had a site each so they could upload and communicate freely amoungst their group and with their facilitators. We had a weekly layout along with a bank of resources that were linked to YouTube videos that were created to support students under Student Professional Skills.
Each week we gave them some guidance on what they needed to do, if there were any activities they needed to undertake or submit and how long that would take them to complete. We also switched on the discussion and file sharing feature so they could upload images, documents relating to that week and talk about it.
Some of the groups used the comments feature to talk about each week. We thought that really worked well in google sites because the comments are inline with the page and in this case each weekly topic so all dialogues was kept in context of that week. Some of them did use their own ways wush as a facebook group.
We had a wordpress blog too, this was meant to be the added extra for them, so they didn’t have to read it but we wanted to try and keep them motivated and also draw their attention to anything external. That was going on. We did monitor hits on this and hardly anyone looked at it!
We did have it pulled through to the site too in a blog feed but alas no uptake. We didn’t use any form of social media. We didn’t see the need and we were one of the last faculties to run our challenge and some of the others got some real bad press via social media so we’re glad we didn’t!
Finally we had a google community for the facilitators. They said they wanted a space to be able to post issues and problems and share progress, as it happened that was also hardly used so I’m sure that’s a good thing, no one had any problems!
Student feedback was mixed, as a whole the challenge ran smoothly and we only had maybe 3 students out of 480 that didn’t pass their individual reflection or turn up to the facilitator sessions. However we are making some changes based on feedback from the students
They said it was too long, and dragged out, we are going to reduce it to 6 weeks this time and have more facilitated sessions. The assessment is changing from a group presentation to a 1 minute pitch and poster. So this time they’ll be coming up with an evidence based health care intervention for their area which they will pitch to all 1st year students.
Student will vote for each other and the winner will be able to pitch at a local healthcare provider and it will be awarded onto their HEAR transcript.
