This document outlines a project using virtual worlds to provide flexible, interprofessional education (IPE) to students. It describes two training programs focused on serving homeless populations (ESHP) and those with Alzheimer's disease (AVIT). The training occurred in a virtual simulation environment built in Second Life. Students learned through roleplaying scenarios using a triad model with roles as provider, client, and observer. Evaluations found the training significantly improved students' self-efficacy in working with these populations. Lessons learned include customizing schedules, using external voice programs, and exploring new platforms to enhance non-verbal responses.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
Elesig 2013 webinar on Evolving Digital literacies: inductions to employment...Ellen Lessner
This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.
Technology-enhanced assessment and feedback: What should (and shouldn’t) we b...Christopher Deneen
Innovation in learning engagement and the challenges of massification are timely concerns in higher education. These connected areas have particular impact on assessment and feedback. Technology enhanced assessment and feedback (TEAF) is an emergent meeting place for digital learning and assessment of, as and for learning. While TEAF is an area rich with opportunity, it is also fraught with challenges. Drawing on findings his multi-national research and practice, Dr. Christopher Deneen critically engages with both the opportunities and challenges of TEAF.
Distance Learning Facilitation- Alison Chateauneuf CUR 532alie513
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
This training presentation is for educational facilitators with no experience facilitating a distance learning program. This presentation will discuss a variety of distance learning theories, concepts, applications, and practices, which will provide you with the necessary tools needed to facilitate learning classes or courses online.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
Elesig 2013 webinar on Evolving Digital literacies: inductions to employment...Ellen Lessner
This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.
Technology-enhanced assessment and feedback: What should (and shouldn’t) we b...Christopher Deneen
Innovation in learning engagement and the challenges of massification are timely concerns in higher education. These connected areas have particular impact on assessment and feedback. Technology enhanced assessment and feedback (TEAF) is an emergent meeting place for digital learning and assessment of, as and for learning. While TEAF is an area rich with opportunity, it is also fraught with challenges. Drawing on findings his multi-national research and practice, Dr. Christopher Deneen critically engages with both the opportunities and challenges of TEAF.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
JISC project AWC Students for Webinar Employability Skills - BETT 2013 V2Ellen Lessner
This is a brief presentation which was given at the BETT exhibition 2013 about our JISC Advance project on teaching students how to run a webinar to increase their employability skills. 4 JISC Advance FE and Skills projects presented information at a workshop.
Work-force and Employer Needs – A Collaborative Solution. Presented by Andrew Comrie and Janis Deane (Edinburgh Napier University), Morag Gray and Barbara Lawson (Edinburgh's Telford College). Facilitated by Paul Richardson (RSC Cymru).
Jisc conference 2011
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Learning Futures: Project Inception Event 4 November 2014
Rainmaking Loft, International House,
1 St Katharine’s Way, London, E1W 1UN
Prof A. Armellini, University of Northampton
Formative EvaluationFormative evaluation gives real results as t.docxhanneloremccaffery
Formative Evaluation
Formative evaluation gives real results as the extent of the validity of the project submitted. Where it is in the development stage as it gives specific guidance on the kinks at each stage of the design stages. This gives us a good opportunity for the development and improvement before starting the execution, which helps to reach the desired goal.
"Formative evaluation is conducted during the process of designing and development the materials while there's still time to make changes. Summative evaluation measures the effectiveness of instruction after it has been finalized.” (Lecture Note).
During the first phase of the project design (analysis phase) and found several recipes
characteristics of participants
During the first phase of the project design (analysis phase) and found several recipes they are involved, including:
1- All of the targeted are teachers of elementary schools.
2- Thy did not use iMovie before.
. 3- They have the basics of computer use
. 4- Thy have a desire to use technology in education
. 5- All of them have experience of not less than five years in education
. 6- all-male sex
This helps us a lot in choosing the right tools to deliver the project in proportion to their
characteristics. Also it helps in building the content according to the quality of our targets and what should we say and what we must not say.
The materials and instruments used in the evaluation
Due to the value of our project is submitted, the first steps to success is the involvement of experts and some of the target in the evaluation process. This helps a lot in the detection of defects that may be unclear to us. Can not build any project according to a personal opinion because it certainly would lose a lot of elements that make it an integrated and comprehensive.
"A fourth class of strategies is termed participant-oriented models. As the term suggests, they emphasize the central importance of the evaluation participants, especially clients and users of the program or technology. Client-centered and stakeholder approaches are examples of participant-oriented models, as are consumer-oriented evaluation systems. “(William M.K 2006).
The preparation of questions of the most important matters to reveal the strengths and weaknesses of the project, and I have been chosen two people from the experts. The first one in curriculum design and the other in training program design ,and questions were as follows:
1. Are the objectives clear and been achieved?
2. Is the content sequential and interdependent makes the learning process more effective?
3. What is your assessment of the stimuli provided in the project?
4-Any other observations you see that we need them to raise the level of the project .
There will come a comment on the results of the questionnaire later. After this phase of the evaluation moved into a one to one, where it reflects the value that is gained from the educational situation and skills gained from the impact o ...
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
1. Re-visioning Interprofessional
Education in Virtual Worlds
Susan Toth-Cohen, Ph.D., OTR/L
Jefferson Center for Interprofessional Practice and Education (JCIPE)
Thomas Jefferson University, Philadelphia, USA
Anne C. Smith, M Ed.
Five Sparrows Counseling and Educational Services
2. Introduction: Interprofessional Education in
Virtual Worlds
• From their inception, virtual worlds have attracted
educators from many disciplines
• Benefits for networking and immersive experience have been
well documented
• While virtual world education has engaged multiple
disciplines to learn with, from, and about each other*
• Potential for innovation in interprofessional education (IPE)
has not been fully realized.
• We outline ways to re-vision IPE using a flexible learning
framework to develop, implement, and enhance virtual
world training programs.
BUT
*WHO definition of IPE
3. Introduction: Interprofessional Education in
Virtual Worlds
Presentation Outline
1. Introduction
2. Theoretical Model
3. Description of Project
4. Format of Training
5. Implementation
6. Lessons Learned
This Photo by Unknown Author is licensed under CC BY-NC-ND
4. Introduction: Interprofessional Education (IPE) in
Virtual Worlds
Key Affordances Relevant to IPE
• Participate with members of the interprofessional team, while
in geographically dispersed areas (Warbuton, 2009)
• Practice skills in a safe environment less hampered by fear of
making mistakes (Hansen, 2008)
• Enact simulations that would otherwise be physically or
ethically impossible to simulate in real life or too costly to
create (Walker & Rockinson-Szapkiw, 2009)
• The ability to create transformative experiences by enacting
simulations through an avatar within a social environment
(Edwards, 2012)
5. The Flexible Learning Model
The flexible learning model described by Casey and Wilson
(2005) stems from a movement in education toward greater
learner centeredness, control, and independence (Wanner &
Palmer, 2015)
The model is multi-dimensional and encompasses teaching and
learning at a distance; it also uses technology to enable new
ways that learning can take place (Gordon, 2014).
The main tenet of this model is learner control, by providing
options for learners (and developers) to customize learning
experiences to meet their needs.
7. Description of Project
This Photo by Unknown Author is licensed under CC BY
In this section we will describe the:
• Populations of focus
• Creation of the sim
• Flexible learning model application
• Triad model
8. Description of Project:
Populations of Focus
Enhancing Services for Homeless Populations
(ESHP)
Alzheimer’s Virtual Interprofessional Training
(AVIT)
13. Description of Project: Creation of the Sim
Transitional housing center for women and children
14. Description of Project: The Triad Model
The Triad Model has been used for decades for training across a
range of human services professions. As early as 1971, Ivey
used this model for counseling.
Students (as avatars) work in teams
(trios) to take turns enacting the
three roles of:
1. Helper/provider
2. Client/homeless individual or person
with Alzheimer’s disease
3. Observer
Additional role of caregiver (in
Alzheimer’s disease)
15. Description of Project: The Triad Model
Simulation 1 for Mrs. Jenkins:
Provider’s office
Simulation 2 for Mrs. Jenkins:
Home evaluation with PT and
caregiver
17. Format of Training - Instructional approaches and resources
• A brief biography of each
client that provides
background information
• Links to videos that show
persons similar to those who
will be enacted in the
simulations
• Peer reviewed journal
articles with details about
the specific population and
effective intervention
approaches
Blackboard Learn site with
preparatory resources...
Second Life Sim Center
18. Format of Training - Instructional approaches and resources
Simulation followed by debriefing
21. Some Lessons Learned
- Programs can be easily customized to scheduling needs
- ESHP took place over a 2-4 month period, while AVIT was
completed in a 2 week time frame
- We found both time formats worked well with the 2 training
programs and are confident the formats can work with
other populations of focus
- Use of Second Life voice was an area of challenge,
especially for the shorter AVIT program
- We found that using voice external to Second Life (Zoom
web conferencing) works well
22. Final Comments and Directions from Here
Benefits of short-duration, intensive time
frame
• Learner efficiency and initiative
• Time restrictions motivate students to
maximize experience
• No time for procrastination!
Elicit and consider suggestions from students
• Pre-create avatars vs. using existing SL
avatars and having the students modify
them
Explore further debriefing questions related to
empathy
Explore other virtual platforms that will better
enable non-verbal emotional responses
23. For more information,
contact:
Susan Toth-Cohen, PhD, OTR/L
Second Life: Zsuzsa Tomsen
Professor and Director, Post-professional Doctoral Program
Department of Occupational Therapy
Jefferson (Philadelphia University + Thomas Jefferson
University)
Email: susan.toth-cohen@jefferson.edu
24. Acknowledgements
This work was funded in part by the Jefferson Center for
Interprofessional Practice and Education at Thomas Jefferson
University, by a 2017-18 Dean’s Grant from the Jefferson
College of Health Professions (Philadelphia, USA), and with
funding from the Women’s Board of Thomas Jefferson
University Hospital
The authors wish to thank Eileen Young, OTS, for her valuable
contributions to the literature review for this paper.