Vganstudio pdf facts 016 2021

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This document appears to be a newsletter or report about facts and new learning for kids and adults. It lists the months from February to December 2016 and notes that the next issue will be for 017/2021. Contact information is provided for Ganesh Ganesh to provide feedback to help improve future issues.

Education

FACTS
NEW LEARNING FOR
KIDS AND ADULTS.
016/2021
ganeshganesh
ganessanv@gmail.com
vganstudio.yolasite.com

NEXT PDF –FACTS-
017/2021
FACTS.
NEW LEARNING
FOR KIDS AND ADULTS.
016/2021
PLEASE SEND YOUR FEEDBACK
FOR IMPROVEMENTS.
ganeshganesh
ganessanv@gmail.com
vganstudio.yolasite.com

How a Good Taxonomy Can Provide Valuable Business Insights Kristen Monahan, Public Library of Science (PLOS) Kristen is a business analyst and she won’t be talking about the PLOS taxonomy but rather how she uses that taxonomy to drill down into the massive amount of content, metadata, and usage and process data that is PLOS for deep, detailed analysis and to drive business decisions. Much of this work involves trend analysis. For example, trend analysis of submissions can look at the time it takes from submission to decision by subject (narrow subjects like Covid, broad subjects like biotechnology), or by institution, or by country, etc. to see not just the overall big picture but where in their submission and peer review workflows the bottlenecks might be. A trend analysis of topics over time can prompt them to issue a call for papers for a topic they think needs to be better covered–and then look at both short-term and long-term trends resulting from that call to papers. Their taxonomy doesn’t just make their content smarter–it makes how they publish that content smarter too.

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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.

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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

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