A workshop delivered by Chris McLean of North Hertfordshire College during the Becta-LSIS Leading Innovation: Embracing Technology conference, 20 October 2009
This document outlines a framework for enhancing quality and effectiveness at an educational institution. It discusses implementing a data warehouse to better analyze student and course data. It also details a new course review process that utilizes classroom and student performance data. The process involves reviews in October, December, February, April, and June to continuously monitor progress. Faculty will be able to access classroom data and complete draft reviews online. Reviews go through several approval stages before being finalized. The goals are to make the review process more data-driven and efficient through the use of technology.
Successfully Completing the NAF Academy Assessment: From Evidence to PlanningNAFCareerAcads
This document outlines the timeline and process for reviewing school academies. It establishes teams to review assessment data from September to December 2011 and score an online academy assessment by January 2012. Academy status, including any distinguished academies, will then be determined and announced by March 2012. The timeline also includes opportunities for ongoing planning and support through the summer to acknowledge distinguished academies the following summer.
Assessment & Evaluation? Sorry, but I'm too busy teachingJoanne Pettis
This document discusses assessment in language learning and the Portfolio Based Language Assessment (PBLA) approach. It notes that assessment should be systematic, collecting information from various sources to inform teaching and help students learn. Assessment can serve diagnostic, formative, and summative purposes. PBLA aims to fulfill these purposes while reflecting CLB principles and promoting learning through building on teacher expertise. The document questions whether assessment improves student learning and what effective assessment practices look like. It identifies characteristics that make assessment valid and reliable, and principles of assessment for learning, including it being part of planning, focusing on how students learn, and being motivating and providing guidance for improvement.
Mission Ministry Team Presentation 9/11Nate Houghton
The document summarizes the progress and lessons learned from the Congo Leadership Initiative's mentorship and leadership development programs from 2010-2011. It discusses exceeding expectations in the 2010 pilot program and finding that leadership development theories work in practice. It also outlines improvements like bolstering program longevity and harnessing community strengths. Finally, it describes notable gains in 2011, including higher quality participants selected, improved facilitator performance, and students picking up lessons more quickly.
The document summarizes the progress and successes of the Congo Leadership Initiative's mentorship and leadership development programs from 2010-2011. It discusses exceeding expectations in the 2010 pilot program and learning that the leadership development theory was effective. It also describes improvements to bolster the longevity of the program and harness the power of an alumni community. Finally, it outlines the selection process and positive feedback around facilitation and student response during the 2011 kick-off week.
This document provides guidance for geography department leaders applying for the SGQM (Schools' Geography Quality Mark). It outlines the leadership traits evaluated for the award and advice for developing evidence. Effective leadership is demonstrated through a clear shared vision and responsive curriculum informed by expertise, innovation, and community links. Leaders should mobilize staff and students around a strategic vision and evaluate practice through self-assessment. Applications require evidence of curriculum planning, lessons, student work and impact of leadership on outcomes.
Frank Mendoza has over 10 years of experience working in registrar and student services roles at private non-profit colleges. He currently serves as the Lead Campus Registrar at Zenith Education Group, where he oversees 800 students and ensures their academic success through retention plans and academic advising. Previously, Mendoza held director roles at Remington College, where he increased student retention by 20-25% and successfully planned over 24 commencement ceremonies. He has a Bachelor's degree in Business Administration and an Associate's degree in Computer Information Systems.
The document summarizes observations from a site visit to a STARTALK teacher training program in 2008. It addresses content, instructional delivery, materials/technology used, assessment of learning, the learning environment, program administration, and alignment with STARTALK standards. The summary provides an overview of what was observed regarding program implementation and administration, and seeks any additional comments about the site visit.
This document outlines a framework for enhancing quality and effectiveness at an educational institution. It discusses implementing a data warehouse to better analyze student and course data. It also details a new course review process that utilizes classroom and student performance data. The process involves reviews in October, December, February, April, and June to continuously monitor progress. Faculty will be able to access classroom data and complete draft reviews online. Reviews go through several approval stages before being finalized. The goals are to make the review process more data-driven and efficient through the use of technology.
Successfully Completing the NAF Academy Assessment: From Evidence to PlanningNAFCareerAcads
This document outlines the timeline and process for reviewing school academies. It establishes teams to review assessment data from September to December 2011 and score an online academy assessment by January 2012. Academy status, including any distinguished academies, will then be determined and announced by March 2012. The timeline also includes opportunities for ongoing planning and support through the summer to acknowledge distinguished academies the following summer.
Assessment & Evaluation? Sorry, but I'm too busy teachingJoanne Pettis
This document discusses assessment in language learning and the Portfolio Based Language Assessment (PBLA) approach. It notes that assessment should be systematic, collecting information from various sources to inform teaching and help students learn. Assessment can serve diagnostic, formative, and summative purposes. PBLA aims to fulfill these purposes while reflecting CLB principles and promoting learning through building on teacher expertise. The document questions whether assessment improves student learning and what effective assessment practices look like. It identifies characteristics that make assessment valid and reliable, and principles of assessment for learning, including it being part of planning, focusing on how students learn, and being motivating and providing guidance for improvement.
Mission Ministry Team Presentation 9/11Nate Houghton
The document summarizes the progress and lessons learned from the Congo Leadership Initiative's mentorship and leadership development programs from 2010-2011. It discusses exceeding expectations in the 2010 pilot program and finding that leadership development theories work in practice. It also outlines improvements like bolstering program longevity and harnessing community strengths. Finally, it describes notable gains in 2011, including higher quality participants selected, improved facilitator performance, and students picking up lessons more quickly.
The document summarizes the progress and successes of the Congo Leadership Initiative's mentorship and leadership development programs from 2010-2011. It discusses exceeding expectations in the 2010 pilot program and learning that the leadership development theory was effective. It also describes improvements to bolster the longevity of the program and harness the power of an alumni community. Finally, it outlines the selection process and positive feedback around facilitation and student response during the 2011 kick-off week.
This document provides guidance for geography department leaders applying for the SGQM (Schools' Geography Quality Mark). It outlines the leadership traits evaluated for the award and advice for developing evidence. Effective leadership is demonstrated through a clear shared vision and responsive curriculum informed by expertise, innovation, and community links. Leaders should mobilize staff and students around a strategic vision and evaluate practice through self-assessment. Applications require evidence of curriculum planning, lessons, student work and impact of leadership on outcomes.
Frank Mendoza has over 10 years of experience working in registrar and student services roles at private non-profit colleges. He currently serves as the Lead Campus Registrar at Zenith Education Group, where he oversees 800 students and ensures their academic success through retention plans and academic advising. Previously, Mendoza held director roles at Remington College, where he increased student retention by 20-25% and successfully planned over 24 commencement ceremonies. He has a Bachelor's degree in Business Administration and an Associate's degree in Computer Information Systems.
The document summarizes observations from a site visit to a STARTALK teacher training program in 2008. It addresses content, instructional delivery, materials/technology used, assessment of learning, the learning environment, program administration, and alignment with STARTALK standards. The summary provides an overview of what was observed regarding program implementation and administration, and seeks any additional comments about the site visit.
This document summarizes Jackson State University's re-accreditation process with SACS. It outlines the leadership team and committees overseeing compliance certification and development of a Quality Enhancement Plan. It provides timelines for completing documentation, conducting reviews, and submitting materials to SACS. Emerging themes for the QEP include intercultural awareness, service learning, and information literacy.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
8.6.13 assessment policy media briefingchipubschools
The document summarizes the findings from focus groups held to examine the Chicago Public Schools (CPS) assessment system and identify areas for streamlining. Major findings included that test preparation crowded out instructional time, assessments were not well-aligned to Common Core standards, and practice testing requirements varied widely. The proposed changes for the 2014 school year and beyond aim to limit high-stakes testing, reduce test preparation activities, ensure appropriate measures for diverse learners, and phase out district assessments as new state assessments are implemented. Specific changes include limiting required assessments, building common benchmark assessments aligned to standards, and increasing flexibility, transparency and support around assessments.
The document discusses the re-design of the Provincial Instructor Diploma Program (PIDP) in Canada. It provides background on the existing PIDP program which started in 1978 and outlines the process undertaken for the re-design, including a program review in 2008 that recommended moving to an outcomes-based curriculum and updating course content. It describes steps taken in the re-design process in 2008-2009, including visioning sessions and a mapping exercise to define program outcomes and content. It also discusses considerations around change management, including the roles of transformational vs. transactional leadership at different levels. By October 2010, the re-design process had moved the PIDP program forward with a new map outlining intended roles,
This document provides an overview and introduction to the Common Core State Standards. It outlines the objectives of understanding what the CCSS are and their origins, expected shifts in curriculum and instruction, and implications for specific student populations. The agenda covers introductions, basics of the CCSS, implications for curriculum, instruction, and assessment, and a question and answer period. Key points include what the CCSS are, how they were created, their implementation timeline, instructional shifts around text complexity and 21st century skills, and how assessments will change and be accessible to all students. Concerns about transitioning are acknowledged and questions from participants are anticipated.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxLaluRian
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
2010 Developing high quality online doctoral programs2WCET
The document summarizes Keiser University's meticulous preparation for a no findings accreditation visit of their new Doctoral Program in Educational Leadership. Key aspects of their preparation included establishing a pre-program advisory board, developing syllabi with clear program and student learning outcomes, creating comprehensive assessment plans and related documents, and conducting meticulous practice visits. The schedule and facilities were also carefully planned and practiced.
The document also summarizes Texas Christian University's quality improvement model for their online Doctor of Nursing Practice program. They implemented extensive faculty development training, developed standards for online teaching, utilized an online self-assessment tool to collect data and report on course evaluations, student progress, and student learning outcomes. This data was used to identify
The Baptist College of Florida implemented a new assessment system using LiveText across all academic programs to improve institutional effectiveness. The implementation involved five layers including gaining buy-in from faculty and students, extensive faculty and student training, and oversight from program coordinators. Key aspects of the system included developing student learning outcomes, curriculum maps, rubrics, and outcome achievement reports. While challenges occurred during rollout, the new system facilitated a culture of continuous improvement through collaborative data analysis and curriculum enhancements aligned with learning outcomes.
This document discusses principles of effective assessment design for active learning. It emphasizes integrating assessment into the learning process through careful planning of assessment load, timing, and types across a course. Formative assessment and feedback are highlighted as important for building students' skills and confidence. Fairness is ensured through clear communication of grading and assessment criteria to students. The overall goal is for assessment to support learning rather than be done to students.
This document summarizes a presentation on evaluating the impact of a competency-based evaluation course. The presentation covered:
- The importance of competency-based education for evaluation training in Canada.
- An evaluation course designed around selected competencies and featuring an evaluation design project.
- A study finding the course improved students' reflective, situational, and technical evaluation competencies based on pre/post surveys.
- Focus groups found the evaluation design project and instructor feedback most helped competency development. Students saw evaluation as more complex and contextual.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
St. John’s University, College of St. Rose, Lehman CollegeJiyeon Lee
The document summarizes ePortfolio projects at three universities - St. John's University, the College of St. Rose, and Lehman College. At St. John's, education students create ePortfolios organized around standards and reflecting on their work. Adjustments were made in the second year. Challenges included needing dedicated training and support. At St. Rose, education students' ePortfolios were shared at conferences. Challenges included needing sustainable IT support and training faculty on ePortfolios. Lehman College piloted ePortfolios with a leadership program and is expanding use while continuing research.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
This document outlines the agenda and goals for a workshop to develop new teaching modules for the Geodesy Educating Science Teachers, Students, and Informal Educators (GETSI) project, which aims to create curriculum materials applying geodesy data to societal issues like climate change. The workshop will cover an overview of the GETSI project and its relationship to the Science Education Resource Center (SERC), introduce participants, and review the process and components for developing new GETSI teaching modules, including learning goals, assessments, and alignment with guiding principles.
This document introduces the Generator tool for assessing how technology impacts nine business areas of an organization. The Generator allows users to do a quick review of all nine areas to identify levels of positive technology impact. It also enables a full review to drill down and analyze seven enablers that must be in place for effective technology use. The typical approach is to first do a quick review and then a full review for further analysis.
More Related Content
Similar to Using Technology to Support Success, Chris McLean, North Hertfordshire College
This document summarizes Jackson State University's re-accreditation process with SACS. It outlines the leadership team and committees overseeing compliance certification and development of a Quality Enhancement Plan. It provides timelines for completing documentation, conducting reviews, and submitting materials to SACS. Emerging themes for the QEP include intercultural awareness, service learning, and information literacy.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
8.6.13 assessment policy media briefingchipubschools
The document summarizes the findings from focus groups held to examine the Chicago Public Schools (CPS) assessment system and identify areas for streamlining. Major findings included that test preparation crowded out instructional time, assessments were not well-aligned to Common Core standards, and practice testing requirements varied widely. The proposed changes for the 2014 school year and beyond aim to limit high-stakes testing, reduce test preparation activities, ensure appropriate measures for diverse learners, and phase out district assessments as new state assessments are implemented. Specific changes include limiting required assessments, building common benchmark assessments aligned to standards, and increasing flexibility, transparency and support around assessments.
The document discusses the re-design of the Provincial Instructor Diploma Program (PIDP) in Canada. It provides background on the existing PIDP program which started in 1978 and outlines the process undertaken for the re-design, including a program review in 2008 that recommended moving to an outcomes-based curriculum and updating course content. It describes steps taken in the re-design process in 2008-2009, including visioning sessions and a mapping exercise to define program outcomes and content. It also discusses considerations around change management, including the roles of transformational vs. transactional leadership at different levels. By October 2010, the re-design process had moved the PIDP program forward with a new map outlining intended roles,
This document provides an overview and introduction to the Common Core State Standards. It outlines the objectives of understanding what the CCSS are and their origins, expected shifts in curriculum and instruction, and implications for specific student populations. The agenda covers introductions, basics of the CCSS, implications for curriculum, instruction, and assessment, and a question and answer period. Key points include what the CCSS are, how they were created, their implementation timeline, instructional shifts around text complexity and 21st century skills, and how assessments will change and be accessible to all students. Concerns about transitioning are acknowledged and questions from participants are anticipated.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxLaluRian
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
2010 Developing high quality online doctoral programs2WCET
The document summarizes Keiser University's meticulous preparation for a no findings accreditation visit of their new Doctoral Program in Educational Leadership. Key aspects of their preparation included establishing a pre-program advisory board, developing syllabi with clear program and student learning outcomes, creating comprehensive assessment plans and related documents, and conducting meticulous practice visits. The schedule and facilities were also carefully planned and practiced.
The document also summarizes Texas Christian University's quality improvement model for their online Doctor of Nursing Practice program. They implemented extensive faculty development training, developed standards for online teaching, utilized an online self-assessment tool to collect data and report on course evaluations, student progress, and student learning outcomes. This data was used to identify
The Baptist College of Florida implemented a new assessment system using LiveText across all academic programs to improve institutional effectiveness. The implementation involved five layers including gaining buy-in from faculty and students, extensive faculty and student training, and oversight from program coordinators. Key aspects of the system included developing student learning outcomes, curriculum maps, rubrics, and outcome achievement reports. While challenges occurred during rollout, the new system facilitated a culture of continuous improvement through collaborative data analysis and curriculum enhancements aligned with learning outcomes.
This document discusses principles of effective assessment design for active learning. It emphasizes integrating assessment into the learning process through careful planning of assessment load, timing, and types across a course. Formative assessment and feedback are highlighted as important for building students' skills and confidence. Fairness is ensured through clear communication of grading and assessment criteria to students. The overall goal is for assessment to support learning rather than be done to students.
This document summarizes a presentation on evaluating the impact of a competency-based evaluation course. The presentation covered:
- The importance of competency-based education for evaluation training in Canada.
- An evaluation course designed around selected competencies and featuring an evaluation design project.
- A study finding the course improved students' reflective, situational, and technical evaluation competencies based on pre/post surveys.
- Focus groups found the evaluation design project and instructor feedback most helped competency development. Students saw evaluation as more complex and contextual.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
St. John’s University, College of St. Rose, Lehman CollegeJiyeon Lee
The document summarizes ePortfolio projects at three universities - St. John's University, the College of St. Rose, and Lehman College. At St. John's, education students create ePortfolios organized around standards and reflecting on their work. Adjustments were made in the second year. Challenges included needing dedicated training and support. At St. Rose, education students' ePortfolios were shared at conferences. Challenges included needing sustainable IT support and training faculty on ePortfolios. Lehman College piloted ePortfolios with a leadership program and is expanding use while continuing research.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
This document outlines the agenda and goals for a workshop to develop new teaching modules for the Geodesy Educating Science Teachers, Students, and Informal Educators (GETSI) project, which aims to create curriculum materials applying geodesy data to societal issues like climate change. The workshop will cover an overview of the GETSI project and its relationship to the Science Education Resource Center (SERC), introduce participants, and review the process and components for developing new GETSI teaching modules, including learning goals, assessments, and alignment with guiding principles.
Similar to Using Technology to Support Success, Chris McLean, North Hertfordshire College (20)
This document introduces the Generator tool for assessing how technology impacts nine business areas of an organization. The Generator allows users to do a quick review of all nine areas to identify levels of positive technology impact. It also enables a full review to drill down and analyze seven enablers that must be in place for effective technology use. The typical approach is to first do a quick review and then a full review for further analysis.
Robin Ghubhurun (City College Norwich) presentation from the LSIS-Becta Leading Innovation: Embracing Technology conference (20 October 2009, Birmingham).
The document introduces the Generator Generator Technology Improvement Leadership Tool, which reviews organizations across nine business areas and seven enablers of technology to help effectively target technology resources and better meet organizational and learner goals. Users can register at www.generatorfeandskills.com to use the Generator tool.
The document outlines a vision for the future of FE and technology towards the year 2020, describing advancements in several key areas:
1) Content and digital resources will be rich, accessible anywhere, and tailored to individual learners through games, simulations and adaptive feedback.
2) Social media and Web 2.0 tools will facilitate collaboration between learners, teachers, and employers in developing resources.
3) Providers and their workforces will be highly capable using technology to guide learners and provide 24/7 support through online and peer mentoring.
4) Learners will have 24/7 access to resources and support through technology to gain skills needed for future careers and competitiveness.
The document outlines a vision for 2020 in four areas: content and digital resources, social media and web 2.0, provider and workforce capability, and learner experience. Some key aspects of the vision include ubiquitous high-quality digital content and resources, the widespread use of social media for collaboration, all providers and learners being confident users of technology, and no digital divide with all learners having access to technology and skills. The vision is positioned as a progression from limitations in 2009 such as classroom-focused learning and providers having limited use of technology.
Cisco is committed to transforming education systems to better prepare students for the 21st century. The presentation discusses Cisco's work in establishing Education Centers of Excellence around the world and developing the Education 3.0 framework. Education 3.0 proposes reforming curriculum, assessments, technology and leadership to focus on 21st century skills like problem solving. It aims to create a more student-centered and equitable education system where learning can occur anywhere, anytime through technology.
Richard Halkett discusses Cisco's vision for Education 3.0, which focuses on transforming education systems to meet the needs of 21st century learners and societies. Key aspects of Education 3.0 include learners having access to learning anywhere and anytime through the use of technology, a focus on individual needs and preferences, and collaboration beyond traditional school settings. Cisco is working to develop and scale successful education models around the world that promote this vision of holistic education transformation.
The document discusses the development of a workforce channel for the FE and Skills sector in the UK. It details that the Department for Innovation, Universities and Skills announced the creation of such a channel to rationalize web-based information and services. The goal is to create an improved online support resource for information, resources, and professional practice for the sector. It will build upon and absorb the existing Excellence Gateway. The document calls for consultation on scoping what should be included in the channel and what purposes and processes it should support.
Richard Halkett discusses Cisco's vision for Education 3.0, which focuses on transforming education systems to meet the needs of 21st century learners and societies. Key aspects of Education 3.0 include learners having access to learning anywhere and anytime through the use of technology, a focus on individual needs and preferences, and taking a holistic approach beyond traditional school walls. Cisco is working to develop and scale successful education models around the world that promote this vision through strategic partnerships and alliances.
E Maturity The Leadership Challenge Punam Khosla And Ian PritchardBecta FE and Skills
The document discusses e-maturity in organizations and the challenges of harnessing technology for learning. It presents the current situation, where many providers have invested in technology but are not fully e-mature. The main challenges include fragmented technology leadership, support and infrastructure issues, workforce capability, and varying use among departments. LSIS is working with BECTA to develop programs to help organizations progress towards e-maturity through collaborative leadership skills training and other initiatives. Leaders are encouraged to use Kouzes and Posner's leadership model to help their organization change, with an emphasis on modeling behavior, inspiring a shared vision, challenging processes, enabling others, and encouraging hearts.
The document introduces Generator, a national partnership in the UK comprised of various educational organizations, and lists its nine business areas of focus: engaged and empowered learners; enhanced learning experience; e-confident and effective provider; confident leadership and workforce; innovative use of resources; flexible delivery and pathways; personalized assessment; proactive support; and equitable access. It was initiated by Becta and is chaired by John Stone from the Generator Design Authority and Chief Executive of the Learning and Skills Network.
The document discusses supporting learner voice in further education through the use of technology. It notes that most further education colleges now have virtual learning environments and are increasingly using social media and e-polling tools. However, the use of technology to engage learners is still patchy across the sector and not all learners have equal opportunities to provide feedback. The document considers barriers to capturing learner voice and how organizations can better use technology to do so in a way that represents all learners. It provides examples of stages of learner voice participation and encourages attendees to discuss how they can improve supporting learner voice upon returning to their organizations.
The document discusses the increasing importance and potential of technology-enhanced learning in further education and skills training. It notes that while internet access is high among FE students, some groups remain disadvantaged. It also reports that while colleges see benefits of technology for teaching and learning support, they are more cautious about tangible learning outcomes. The document advocates for a responsive approach to learners' needs, developing expertise, coherent support, and commitment from leadership to maximize the role of technology in FE.
This document welcomes the reader to Generator John Stone Chair Generator Design Authority and Chief Executive Learning and Skills Network. It states that Generator National Partners Design Authority is made up of several education organizations and was initiated by various acronymed groups. It also mentions Generator has nine business areas and to visit the Ideas in Action area on the mezzanine level.
The document discusses technology-enhanced learning in further education and skills training. It notes that while most learners have access to broadband and computers at home, some groups face disadvantages. Colleges have seen positive impacts of technology but outcomes are not always tangible. For technology to succeed, providers must be responsive to learners, have expertise, provide coherent support from leadership, and combine technology with other elements. Support is available to help the sector recognize technology's potential and become internationally recognized for innovative uses of technology in learning.
The document summarizes the Next Generation Learning Conference 2009 and discusses strategies for implementing diploma programs. It outlines a vision for seamless learning opportunities and information sharing between partners. Becta's role is to support interoperability between systems and processes. The key is establishing common frameworks to enable data sharing and learner tracking between organizations. Technology can transform further education by enabling personalized learning and efficient management of student information and performance.
Managing cultural change to implement technology in training: a case study fr...Becta FE and Skills
The document discusses the introduction of a generic professional military development program (PMD(A)) for personnel. It notes the vision is for personnel to be agile, adaptable, and capable. It reviews restrictions and realities such as personnel being too busy or lacking computer access. It discusses using a generic virtual learning environment for continuous distance learning to minimize skills fade and spread training over a career. Challenges include gaining buy-in, ensuring technical access and relevance over time as generations and culture change. Enduring principles are noted like sustained top-level commitment and cementing wins while linking to other initiatives.
Sustainable IT for FE Colleges - Policy Landscape & Practical ImplementationBecta FE and Skills
The document discusses sustainable IT policies and implementation for further education colleges in the UK. It outlines the policy landscape which includes goals of reducing UK carbon emissions by 26% by 2020 and making all new colleges zero carbon by 2016. It also discusses current focuses on efficiency gains, primarily reducing power consumption from PCs, peripherals, printers, and data centers which account for most emissions. Finally, it recommends steps colleges can take such as recognizing their specific environment, planning with sustainability in mind, challenging suppliers, addressing funding gaps, utilizing emerging technologies, and measuring current IT usage.
Sustainable IT aims to help organizations meet environmental, social, and economic needs through more efficient use of technology. IT can both contribute to unsustainability problems but also offer solutions by improving operations and reducing costs. Managing a sustainable IT program requires understanding complex interdependencies across an organization's IT systems, operations, and compliance responsibilities to effectively adapt to a complex and changing environment.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
13. Course Review Process Overview - October Initial focus - individual learner progress Class List Group B Class List Group A
14. Initial focus - individual learner progress Originally a deficit model focused solely on action planning 'at risk' learners Now recognised that action planning is appropriate for all learners to support them achieving their full potential
15. Process Overview - October Course Review Class List Group B Class List Group A
19. Process Overview - December Class List Group B Class List Group A Class List Group B Class List Group A
20.
21. Process Overview - December ‘ live’ actions October Course Review December Course Review Class List Group B Class List Group A Class List Group B Class List Group A
25. Process Overview October Course Reviews December Course Reviews February Course Reviews June Summary Reviews Class List(s) April Course Reviews Curriculum Area SARs College SAR Class List(s) Class List(s) Class List(s)