On Friday July 6, 2018 at 10:03 AM in Dobber B of the RSD at the 2018 International Social Work, Education & Social Development Conference, Nathalie Jones, Melanie Sage, Todd Sage and I (Laurel Hitchcock) are presenting we are presenting on the use of infographics in the Social Work curriculum
Visualizing Data: Infographic Assignments across the Social Work CurriculumLaurel Hitchcock
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
The future of assessment: five principles, five targets for 2025Jisc
How will assessment change over the next 5-10 years? Will it change to be more accessible? More secure? Will it be more closely aligned to what a learner will experience in their career? Will automation play a role? Will we see more and new forms of continuous or even lifelong assessment?
Jisc has recently launched a report, The future of assessment: five principles, five targets for 2025, that explores these issues and what role Education 4.0 technology might play in changes to assessment.
A presentation by Andy McGregor, director of edtech, Jisc.
Visualizing Data: Infographic Assignments across the Social Work CurriculumLaurel Hitchcock
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
The future of assessment: five principles, five targets for 2025Jisc
How will assessment change over the next 5-10 years? Will it change to be more accessible? More secure? Will it be more closely aligned to what a learner will experience in their career? Will automation play a role? Will we see more and new forms of continuous or even lifelong assessment?
Jisc has recently launched a report, The future of assessment: five principles, five targets for 2025, that explores these issues and what role Education 4.0 technology might play in changes to assessment.
A presentation by Andy McGregor, director of edtech, Jisc.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Ed Tech Efficacy Symposium Working Group on Higher Education ResultsDr. Kristin Palmer
Results of 47 interviews with 54 educational technology decision makers in higher education institutions on their research practices and decision making for edtech. This presentation was presented on Wednesday, May 3, 2017 at the Ed Tech Efficacy Symposium in Washington, DC.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Learning in one-to-one_laptop_environments___a_meta-analysis_and_research_syn...Cathy Cavanaugh
Over the past decade, the number of one-to-one laptop programs in schools
has steadily increased. Despite the growth of such programs, there is little
consensus about whether they contribute to improved educational outcomes.
This article reviews 65 journal articles and 31 doctoral dissertations published
from January 2001 to May 2015 to examine the effect of one-to-one
laptop programs on teaching and learning in K–12 schools. A meta-analysis
of 10 studies examines the impact of laptop programs on students’ academic
achievement, finding significantly positive average effect sizes in English,
writing, mathematics, and science. In addition, the article summarizes the
impact of laptop programs on more general teaching and learning processes
and perceptions as reported in these studies, again noting generally positive
findings.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Ed Tech Efficacy Symposium Working Group on Higher Education ResultsDr. Kristin Palmer
Results of 47 interviews with 54 educational technology decision makers in higher education institutions on their research practices and decision making for edtech. This presentation was presented on Wednesday, May 3, 2017 at the Ed Tech Efficacy Symposium in Washington, DC.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Learning in one-to-one_laptop_environments___a_meta-analysis_and_research_syn...Cathy Cavanaugh
Over the past decade, the number of one-to-one laptop programs in schools
has steadily increased. Despite the growth of such programs, there is little
consensus about whether they contribute to improved educational outcomes.
This article reviews 65 journal articles and 31 doctoral dissertations published
from January 2001 to May 2015 to examine the effect of one-to-one
laptop programs on teaching and learning in K–12 schools. A meta-analysis
of 10 studies examines the impact of laptop programs on students’ academic
achievement, finding significantly positive average effect sizes in English,
writing, mathematics, and science. In addition, the article summarizes the
impact of laptop programs on more general teaching and learning processes
and perceptions as reported in these studies, again noting generally positive
findings.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Self directed learning in future learn courses using the Bouchard frameworkInge de Waard
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
Visualizing Data: Infographic Assignments across the SWK CurriculumLaurel Hitchcock
The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. This workshop will review how three social work educators collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum. By the end of the session, participants will be able to recognize how infographic tools can be incorporated into assignments for social work courses, and understand how the use of social media as a teaching tool in undergraduate courses can be used to develop and assess social work competencies.
"The Influence of Online Studies and Information using Learning Analytics"Fahmi Ahmed
This research will help people with inadequate knowledge to get
a better understanding of online study or e-learning. Through this
study, the social impact of online users or learners can be
increased, and the users can have a clear idea of online study. In
this research, the graphs will be presented according to country,
gender, age, online resources, etc. showing the impact of online
study and information on online users. The learners will get an
understandable knowledge of the type of sources, what is their
purpose, and resources people can use in online study. From this,
the learners will get a guide or path that how easily they can learn
online for study in a more flexible way. The outcomes are
visualized using the R language and Tableau with pre-processed
data.
Conducting Research on Blended and Online Education: A Research ToolkitTanya Joosten
An ELI Short Course delivered on May 16th, 2016.
This session consists of practice-based research planning activities to help participants prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research toolkit developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online learning. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative. The DETA Center seeks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented learners.
Objectives:
After participating in this webinar, participants will be able to:
Develop research questions
Clarify variables and measures
Identify data gathering techniques
Consider other actionable milestones necessary to conduct rigorous research
http://www.educause.edu/events/eli-webinar-conducting-research-blended-and-online-education
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
Similar to Visualizing Data: Infographics for Teaching and Learning about Social Welfare (20)
Evolving the Signature Pedagogy with the Social Media Toolkit for Field Educa...Laurel Hitchcock
Field Directors are increasingly dealing with ethical and practical issues related to the use of social and digital media in field education. This workshop will provide both information and tools that field directors can use to guide curricular development and assessment strategies around interprofessional communication with digital and social technologies.
Participants will learn how to access the Social Media Toolkit for Field Educators, a free resource with educator’s guide and a PowerPoint slide deck.
Changing Teaching Practices for Technology: Using the SAMR Model for Technolo...Laurel Hitchcock
Teaching with technology is a key skill for future social work educators. All social work educators, especially those early in their careers, find themselves teaching from syllabi they had no role in developing. Although there are many benefits to the "hand-me-down" syllabus, one of the limitations is that assignments are rarely updated to reflect the realities of the 21st century workplace, which now includes the use of technology to achieve practice outcomes for clients and organizations. The purpose of this workshop is show how to incorporate the use of technology into social work assignments across the curriculum.
Developing a Professional & Ethical Online Presence for Social Work PracticeLaurel Hitchcock
This presentation was delivered on 10/4/19 at the Alabama/Mississippi Social Work Education Conference in Oxford, MS. Social work practitioners and educators are increasingly dealing with ethical and practical issues related to the use of social and digital media across various practice settings. This workshop will provide information and tools that social workers can use related to the use of social and digital media in practice.
Imagining Social Work Education into the Future: Skills for Social Justice in...Laurel Hitchcock
Technology is profoundly shaping the world, especially in the delivery of education. Concurrently, services like telehealth, predictive analytics, and technology aids (i.e. Fitbits, apps and home listening devices) affect service delivery. Given these changes, how do social workers promote social justice and support privacy and equity? And consider needs of the vulnerable while harnessing technology for good? How does social work redefine the profession in the face of algorithmic solutions to human problems? This panel will introduce a dialogue about what’s happening, where are gaps in social work education, and how programs might reinvent in a rapidly-changing environment.
What role will social worker choose in shaping the digital future? Laurel Hitchcock
Keynote presentation at 2019 Social Work Distance Education Conference in San Antonio, TX, April 10, 2019 by Melanie Sage, Laurel Iverson Hitchcock and Nancy J. Smyth.
#SWDE2019 - Incorporating Technology into Social Justice Assignments for Soci...Laurel Hitchcock
The purpose of this workshop is show how to incorporate the use of technology into social work assignments that focus on social justice across the curriculum. We will provide a brief overview of teaching with technology before focusing on how to infuse technology into an assignment, providing examples for social justice focused assignments. Participants will learn to identify ways to substitute, augment, modify or redefine existing learning strategies and assignments with technology-mediated learning strategies and assignments, and leave the workshop with ideas and possible assignments that use technology to meet the learning needs identified in their syllabus.
Harnessing Technology for one’s own Good: Professional Learning Networks in S...Laurel Hitchcock
Participants will learn about the mechanics, advantages and disadvantages of establishing a professional learning networks (PLN), which incorporate technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, politics, practice knowledge and current research findings. This workshop will provide hands-on practice in designing and implementing a PLN for scholarship and advocacy.
On the last day of CSWE’s Annual Program Meeting at 10:00 AM in the Dallas Ballroom A-2, Nancy J. Smyth, Melanie Sage, Jonathan Singer, and I are presenting about how social work educators can use technology for career-long learning. Nancy, Melanie and I introduced the idea of professional learning networks (PLN) to a packed room at Social Work Distance Education Conference in April, and wanted to bring the practice to the #APM17 crowd. A PLN incorporates technology-based tools and processes in a way that allows individuals to stay up-to-date and share information about current news, practice knowledge and current research findings. We will be talking about the mechanics, advantages and disadvantages of establishing a PLN. One resources we will be sharing is our Professional Learning Network (PLN) Worksheet, which takes a social worker through the steps of creating their own PLN.
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
As part of our discussion, we proposed that social media can be a tool to help social work academics and practitioners to discover and share knowledge as well as build relationships for collaborative work. Social media platforms are well-placed to allow social workers across the professional continuum to engage with each other, creating communities of learning and practice that bridge the gap between practice and research in social work.
Integrating Technology-rich Assignments in the CurriculumLaurel Hitchcock
In this panel, four educators describe why and how they incorporate social media in classes across the curriculum. Ethical practice, professional presentation, grading social media assignments, preparing students to present for a public audience, and FERPA issues will be addressed.
This workshop will inform participants about the mechanics as well as the advantages and disadvantages of professional learning networks (PLN), both as a scholar and in the classroom. A professional learning network (also known as a personalized learning network) includes technology-based tools and processes used by a social worker to stay up-to-date and share information about current news, practice knowledge and the latest research findings. Participants will learn how to establish and grow their own PLN, integrate PLNs into a classroom or curriculum, and appreciate how the theory of Connectivism (Siemens, 2005) informs the practice of PLNs.
Professional learning networks (PLN) include tech-based tools and processes used by social workers to stay current and share information about news, practice knowledge and research findings. Participants will learn how to establish their own PLN, integrate PLNs into a classroom, and appreciate how theory informs the practice of PLNs.
#BPDNOLA17 - Road Map for Success: Incorporating Social Media in the Social W...Laurel Hitchcock
At BPD in 2016, I attended a wonderful session by Drs. Becky Anthony and Jennifer Jewell of Salisbury University titled Building student connection by utilizing social media in the social work classroom. They graciously wrote about this presentation in a blog post - Social Media How-To Guide for Social Work Educators (http://www.laureliversonhitchcock.org/2016/06/24/a-social-media-how-to-guide-for-social-work-educators/). Today (Saturday, March 4th), Becky and I will be presenting about how we both are the using guidelines that she and Jennifer developed, giving examples from our own teaching and classroom assignments. Please join us at 8:00 AM in Bayside B at the Sheraton in New Orleans for our presentation.
#BPDNOLA17 – The Social Media Toolkit goes on the roadLaurel Hitchcock
In November 2016, I had the pleasure of presenting with Allison Curington, Director of Field Education at the University of Alabama, about our Social Media Policy Toolkit at CSWE’s 2016 Annual Program Meeting in Atlanta, GA. Today, we are at BPD’s 2017 Annual Conference in New Orleans to share our work once again. We will be talking about a project that we have been working on for the past two years, a Toolkit for Social and Digital Media Policies in Field Education. Please join us at 11:00 AM in Bayside B at the Sherton in New Orleans for our presentation. Allison and I started collaborating on this toolkit after many, many conversations about the growing use (and misuse) of social media in field education by students, educators and field supervisors. We saw that field directors were increasingly dealing with ethical and practical issues related to the use of social and digital media in field education, and we wanted to provide information and tools to help field directors raise awareness with students and field supervisors.
#APM16 Incorporating Digital & Social Technologies into Social Work EducationLaurel Hitchcock
This panel includes social work educators experienced with infusing social and digital technologies into social work courses and curricula. Topics will focus on digital literacy, using theory to inform the integration of technology into online courses, and creating assignments and learning activities for social work courses that incorporate technology.
#APM16 - A Toolkit for Social and Digital Media Policies in Field EducationLaurel Hitchcock
Social Work field directors are increasingly dealing with ethical and practical issues related to the use of social and digital media in field education. This workshop will provide information and tools to help field directors raise awareness with students and field supervisors.
Fellows in Engaged Scholarship Program: Supporting Faculty in Service LearningLaurel Hitchcock
This presentation provides an overview of a faculty development program providing a one-year fellowship to selected faculty members eager to develop exemplary curricular service learning approaches in higher education. The program’s director and two faculty fellows (Social Work and Foreign Languages and Literatures) will share their experiences and lessons learned.
Incorporating digital and social technologies into social work educationLaurel Hitchcock
Our workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and learning activities for social work courses that incorporating digital and social media such as microblogging, designing infographics, and creating a video.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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!
Visualizing Data: Infographics for Teaching and Learning about Social Welfare
1. Visualizing Data:
Infographics for Teaching and Learning
about Social Welfare
Dublin, Ireland
July 6, 2018
Text
Images
Data
Nathalie Jones, PhD, Tarleton State University
Melanie Sage, PhD, U at Buffalo
Laurel Hitchcock, PhD, UA at Birmingham
Todd Sage, MSW, U at Buffalo
2. Learning Objectives
By the end of this presentation we’ll teach you these things….
Recognize how
infographic tools
can be
incorporated into
assignments for
social work
courses.
Understand how the
use of social media as
a teaching tool
Appreciate the
role of
technology-
based
assignments in
social work
education.
3. Why use infographics in the
Social Work classroom?
Develop
key digital
literacy
skills
Effective way to
communicate
Increasingly
popular
4. What is an infographic?
Visual images and writing put together to explain/tell a story
5.
6. Considerations for Digital Storytelling
Hardware Software Techniques Outputs Ethics
Smartphone Phone apps Record in quiet
space
Health messages Informed
consent
Video camera Storify Test sound
quality
Infographics Institutional
review
Audio Recorder Piktochart Use text to
caption video
Video shorts Professionalism
Laptop/Desktop PowerPoint for
slideshows
Train participants
to use
technology
Audio stories Confidentiality
Microphone audacity Attention span
3-5 minutes
Photo exhibits Student privacy
8. Infographic Assignment
The Basics
Infographic Assignment
First Step
Prepare for the
Assignment.
Second Step
Learn the
Technology
Third Step
Make your
Infographic.
Fourth Step
Share your
Infographic
Fifth Step
Reflection
9. Learning Outcomes:
• Create an infographic that provides awareness and/or describes preventative measures related to a social problem
• Conduct research to identify statistics, resources and other data relevant to a social problem
• Conduct research to identify statistics, resources and other data relevant to a social problem
• Demonstrate communication and advocacy skills by sharing and promoting one’s infographic via social media
Step 1: Prep for the assignment
Instructor introduces infographics and purpose of their use. Offers some quality measures.
Students review some infographics. Choose a good one about a social-work-related topic to share (on a blog? In class? Blackboard? brief reflection on
what you like/don’t?)
Rate it against the class rubric
Choose your topic. (We will have specific topics related to our courses, i.e. policy, mental health, etc)
Find a research article (for practice topics) or legislative policy related to the topic.
Carefully select some main points that you want to share visually.
• Identify stakeholders for this topic, and choose an audience. It could be consumers, parents, practitioners, policy makers, social
workers, students, etc.
• Main points should highlight data, milestones, thesis statements, major findings, or key indicators that help offer the specific audience
key information in a way that is accessible and important to them.
• What images will help you visually represent these ideas? Imagine what picture or graphic will help you tell your story
Step 2: Learn the technology
Instructor will share YouTube videos of the use of Piktochart and VennGage, free infographic creators. Students will make time to seek extra help if
necessary
Step 3: Make your infographic and get feedback
First draft infographic should first be rated by a peer using the class rubric (post at blackboard)
Next step: email a stakeholder (author of article cited, policy maker, or other expert related to your chosen topic) and ask for feedback about clarity,
accuracy, and usefulness of your infographic
Step 4: Share your infographic
Choose at least one Twitter hashtag relevant to your topic, and share your infographic via Twitter using this hashtag
Consider sharing several times over several days, tag people in the infographic who tweet on this topic
Consider what other strategies you would use if this were a public awareness campaign for an agency you represent
Step 5: Reflection
Which class infographic got the most shares and why? Which was viewed by the biggest audience and why? What is the value of social networks to social
workers who have advocacy roles? Reflect on your learning related to (each practice behavior….. ) What else did you learn? Which of these skills do
you expect to use in the future?
Bonus: (Prize/extra credit for class-selected best? Most shared?) Extra credit for survey?
10. Assessment Tools
Rubrics are available for free download from www.laureliversonhitchcock.org.
Peer rating rubric
The assignment was assessed using a standardized rubrics for peer feedback and grading:
Grading rubric
11. SOCW 3320: Service Learning at TSU
Nathalie’s Assignment
• The purpose of this infographic assignment is
to help students practice advocacy & brokering
skills as it relates to a human service issue
and/or topic identified by the team/group.
• Students are expected to create an infographic
that provides statistics and/or facts on a
chosen social problem as it relates to a
particular population.
• Additional details provided & discussed during
class.
12. SW 422: SWK Practice II at UAB
Laurel’s Assignment
• Infographics topics:
• Non-profit Agency
• Community Assets
• Peer-reviews
• Sharing on Twitter & Service
Learning Partners
13. SWK 317: Social Work Research at UND
Melanie’s Assignment
• Infographics topic:
• Find a research paper to turn in to
an infographic
• Include the research question,
population, main data points,
outcome, implications
• Include APA citation
• Peer-reviews to assure purpose,
visualization, reference, and writing
goals are achieved
14. SWK 540: Social Work Research at UB
Todd’s Assignment
• Infographics topic:
• Create an infographic to support your
agency’s mission and inform public what
is available at your agency.
• Create an Infographic to address a social
problem and provide information on local
or national resources for this problem.
• Share your infographic on Twitter under
course #
• Peer-reviews to assure purpose,
visualization, reference, and writing goals
are achieved
15. Our Research Collaboration
INPUT
Independently
working on
infographic
assignments
Connected through
Twitter
Collaborative
development
research questions
PROCESS
Created a master infographic
assignment
Designed our SOTL study
Student Survey
#VisualSW
OUTPUT
Students from
three different
institutions
creating
infographics on
different topics
Data on student
learning across
demographics
16. Our Research Questions
Can the use of infographics contribute to
student learning about technology and
about social work? If so, How?
What factors have a positive and/or
negative effect on the implementation of an
infographic assignment?
What differences do students perceive
between an infographic assignment and a
writing assignment?
17. Survey
Approved by IRB at UND
In non-technical language describe the purpose of the study and state the
rationale for this research.
This study will investigate the experience of undergraduate students in completing infographic
assignments in social work courses across the curriculum and in multiple program across the US.
The assignment involves students creating a visual product with text and images about a topic
relevant to a social work course. A copy of this assignment is attached. We will assess both the
process and the outcome of the assignment, gathering data that are informative for faculty and
others who are engaging in similar instructive activities as well as the impact of the project on the
student participants. Findings will include student-identified outcomes; successes and challenges of
the implementation of the assignment; and empirically-supported suggestions for pedagogical best
practices. The overall research question for this project is:
Can the use of infographics contribute to student learning about technology and about social work?
In non-technical language, please describe the study.
Students will complete the assignment as part of a course requirement as well as a required post-
assignment assessment survey (see attached). Our research involves analyzing the anonymous
results of the required survey. No student names will be used during analysis and identifiers will
not be recorded on a master list. Students may not opt out of the assignment or post-survey, but
the decision to let researchers analyze their data is voluntary. Students will receive information
about the study along with the survey and may opt out of the study by checking a box at top of the
survey instruments.
18. Quantitative Results
Student Demographics (N = 117)
UND = University of North Dakota
UAB = University of Alabama at Birmingham
TSU = Tarleton State University
University A-
UND
(n = 32 )
University
B-UAB
(n = 61)
University
C-TSU
(n= 24)
Total
(N= ) 117
Average Age
31 26 33 29
Gender
Male
3 (9%) 4 (7%) 1 (4%) 8 (7%)
Female
29 (91%) 57 (93%) 23 (96%) 109 (93%)
Non-Traditional Students
Yes
19 (59%) 18 (30%) 18 (75%) 55 (47%)
No
13 (41%) 43 (70%) 6 (25%) 62 (53%)
19. Quantitative Results
How comfortable are you with technology? (n = 117)
University A-
UND
(n = 32 )
University B-
UAB
(n = 61)
University C-
TSU
(n= 24)
Total
(N= ) 117
Technology Available to Students (%)
Desktop 10 (31%) 12 (20%) 9 (38%) 31 (27%)
Laptop 29 (91%) 58 (95%) 19 (79%) 106 (91%)
Tablet 12 (38%) 17 (28%) 8 (33%) 37 (32%)
Smart Phone 18 (56%) 35 (57%) 16 (67%) 69 (59%)
Prior Experience with Infographics
Personal 2 (6%) 5 (8%) 1 (4%) 8 (7%)
Educational 0 (0%) 6 (10%) 0 (0%) 6 (5%)
Sought Technical Help with assignment
Yes 6 (19%) 22 (36%) 8 (33%) 36 (30%)
No 26 (81%) 39 (64%) 16 (67%) 81 (70%)
Comfort Level with Technology 5.8 (.94) 6.4 (.68) 5.9 (1.1) 6.2 (.88)
Non-Traditional Students (N=55) 5.7 (1.0) 6.4 (.61) 5.9 (1.2) 6.0 (.74)
Traditional Students (N=62) 6.0 (.81) 6.4 (.70) 6.1 (.75) 6.3 (1.0)
Creating Infographics 3.7 (1.6) 3.6 (1.8) 3.6 (1.9) 3.6 (1.7)
Non-Traditional Students (N=55) 3.8 (1.6) 2.9 (1.8) 3.9 (1.8) 3.5 (1.8)
Traditional Students (N=62) 3.5 (1.5) 3.8 (1.7) 2.8 (2.1) 3.6 (1.7)
20. Quantitative Results
How valuable was this assignment to your learning
about…. (n= 109)?
How valuable was
this assignment for
learning…
how to raise
Awareness
about course
content
how to interpret
and communicate
about social work
issue
about statistics,
resources and other
data
about
communication and
advocacy skills
Total (N=117) 4.2 (1.1) 4.1 (1.2) 4.3 (1.0) 4.2 (1.2) 4.3 (1.0)
A UND (n= 32) 3.8 (1.3) 3.7 (1.4) 3.8 (1.3) 3.8 (1.4) 3.9 (1.3)
B UAB (n=61) 4.2 (1.1) 4.3 (1.0) 4.5 (.84) 4.3 (1.0) 4.4 (.93)
C TSU (n=22) 4.6 (.73) 4.2 (1.3) 4.6 (.73) 4.4 (1.0) 4.6 (.90)
Non-Traditional
Students (n=55) 4.4 (1.0) 4.1 (1.3) 4.5 (.98) 4.4 (1.0) 4.4 (1.1)
Traditional
Students (n=62) 4.0 (1.2) 4.1 (1.2) 4.2 (1.1) 4.0 (1.2) 4.2 (1.1)
21. Qualitative
Results
THEME #1
Technology
Use
Pro
Very easy to use!
Pro
“I found it easy to complete, the professor did a
great job at giving resources for the project.”
Con
“Some app-related issues; switched to a different
site instead.”
Con
“Was a slow website to use on my tablet and glitches a
lot so I went to a campus computer lab to finish it.”
22. Qualitative
Results
THEME #2
Assignment
Style
Pro
“I loved this assignment. I would much rather
create an infographic rather than writing a
paper”
Pro
“I would have rather done the infographic than
write a paper. I feel like, with the infographic you
have to research a topic and write what you think
is most relevant to share with others.”
Con
“It did not have an impact of learning in this
assignment in comparison to other assignments in
the class.”
Con
“This assignment was kind of difficult to me
because I am not majoring in social work.”
23. Qualitative
Results
THEME #3
Pro
“Having something tangible that uses the skills
and advocates for the cause you are supporting
couldn't be matched in a paper or a PowerPoint.”
Pro
“An infographic grabs the reader's attention
faster than viewing a written paper or taking the
time to view a PowerPoint presentation.
Infographics are compact and the data is clearly
stated.”
Con
“To be honest, I would have written a paper
instead, because of how time consuming it was. I
am glad that I know how to create one though.”
Con
“It was more time consuming because you spend
most of your time formatting and making it look
pretty then actually doing the research.”
Learning
Outcomes
24. Discussion/Lessons Learned
Nathalie
• Provide additional tech
support during class.
• Additional class discussion on
steps.
• Combine steps that seem to
be somewhat simple.
• Explain each step prior to the
due date to ensure clarity.
Melanie
• Start early- this
assignment has lots of
pieces.
• Provide in-class time for
practice, group work, in-
person trouble-shooting.
Todd
• Scaffold assignment to
ease learning
• Allow for creativity in
topic.
• Link to other SM to
promote digital literacy.
Laurel
• Connect assignment
with digital literacy
• Review an infographic
before creating one
• Connect assignment to
real-world experiences
25. Questions?
Nathalie P. Jones, PhD, MSW
Assistant Professor
Tarleton State University
njones@Tarleton.edu
@DrNJonesTSU
Laurel Iverson Hitchcock, PhD, MPH, LICSW, PIP
Associate Professor
University of Alabama at Birmingham (UAB)
lihitch@uab.edu
@laurelhitchcock
Melanie Sage, PhD, LICSW
Assistant Professor
University at Buffalo
msage@buffalo.edu
@melaniesage
Todd Sage, MSW
Clinical Assistant Professor
University at Buffalo
toddsage@buffalo.edu
@socialworksage
26. References
Centers for Disease Control & Prevention. (n.d.). Infographics. Retrieved May 21, 2016, from
http://www.cdc.gov/socialmedia/tools/infographics.html
Council on Social Work Education. (2015). Educational Policy and Accreditation
Standards. Washington, DC: Author.
Dyjur, P., & Li, L. (2015). Learning 21st Century Skills by Engaging in an Infographics Assessment. In Proceedings of
the IDEAS: Designing Responsive Pedagogy (pp. 62–71). University of Calgary. Retrieved from
http://dspace.ucalgary.ca/bitstream/1880/50860/1/7%20Learning%2021st%20-%20Dyjur%20%26%20Li.pdf
Joosten, T. (2012). Social media for educators: strategies and best practices. San Francisco: Jossey-Bass.
Kos, B. A., & Sims, E. (2014). Infographics: The New 5-Paragraph Essay. In 2014 Rocky Mountain Celebration of
Women in Computing. Laramie, WY, USA. Retrieved from
http://scholar.colorado.edu/cgi/viewcontent.cgi?article=1001&context=atlas_gradpapers
Martix, S., & Hodson, J. (2014). Teaching with infographics: practicing new digital competencies and visual
literacies. Journal of pedagogic development, 4 (2). Retrieved from: http://www.beds.ac.uk/jpd/volume-4-issue-
2/teaching-with-infographics
Editor's Notes
Nathalie
Laurel
Melanie
Melanie
Melanie
Melanie
Nathalie
I know I put the whole thing in here and its too much for a slide, but maybe good reference point for the blog- we can move through this quickly
Nathalie (I wanted to show the rubric used for them to rate one another) *This was my favorite step, please help if this looks tacky.
Nathalie
Laurel
Mission statement, goals and/or objectives of the organization
Client population served by the organization
Services and programs provided by organization
One interesting fact or piece of information that is unique to the organization
Contact information for the agency
Laurel include the research questions or add
Can the use of infographics contribute to student learning about technology and about social work? If so, How?
What factors have a positive and/or negative effect on the implementation of an infographic assignment?
What differences do students perceive between an infographic assignment and a writing assignment?
Laurel
Laurel
Only three students had created an infographic prior to the assignment
11 students or 19% sought help with the assignment -
What were their skills before the assignment? Who was more comfortable and the value – compare older vs. younger: Myth Busting
Laurel
How valuable was this assignment for your learning
Nathalie – Technology challenges; three pro and con or two pros and two cons – note that the feedback is overwhelming positive
Nathalie – How is this assignment differ from more traditional assignments?
Nathalie – Learning Outcomes
Challenges Tips
Laurel: 1) The why before the what
Bitmojis
Laurel Iverson Hitchcock, PhD, MPH, LICSW, PIP
Assistant Professor
University of Alabama at Birmingham (UAB)
lihitch@uab.edu
@laurelhitchcock
Nathalie P. Jones, PhD, MSW
Assistant Professor
Tarleton State University
njones@Tarleton.edu
@DrNJonesTSU