Planning and Facilitating for Good Quality Discussion:
For educators considering using online discussion forums in their teaching, or wanting to make their discussions more effective. Also useful for course leaders and learning technologists interested in supporting online discussion on a wider scale.
Downloadable summary of tips also available: https://www.slideshare.net/LeonieSloman/online-discussion-groups-tips-to-download/
Evaluation techniques of teaching: focus groups and Nominal Group TechniqueTünde Varga-Atkins
Slides accompanying a 90-min SEDA workshop on 15th Nov 2012.
Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool.
It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development.
The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.
Planning and Facilitating for Good Quality Discussion:
For educators considering using online discussion forums in their teaching, or wanting to make their discussions more effective. Also useful for course leaders and learning technologists interested in supporting online discussion on a wider scale.
Downloadable summary of tips also available: https://www.slideshare.net/LeonieSloman/online-discussion-groups-tips-to-download/
Evaluation techniques of teaching: focus groups and Nominal Group TechniqueTünde Varga-Atkins
Slides accompanying a 90-min SEDA workshop on 15th Nov 2012.
Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool.
It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development.
The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
Using focus groups for evaluating learner experiences by Tunde Varga-Atkins a...Tünde Varga-Atkins
This presentation was developed for participants on a PgDip programme - the remit was to offer insight into focus groups as a potential method of data collection for their research project.
презентация к уроку по новой истории всемирного времени, 8 класс.
Бостонская бойня, бостонское чаепитие
Декларация независимости.
К презентации прилагается текст Декларации с заданиями.
в конце презентации ссылки
Inquiry based learning in Psychological Research Methodscilass.slideshare
This project aimed to engage students in the process of experimental design and analysis at Level One. In groups of 4-5 students worked with a postgraduate tutor to develop a research question in the tutors area of expertise and write it up as a research proposal. In a follow-up session, students worked collaboratively to analyse a simulated dataset that could have been collected if they had conducted the study. They wrote up their analyses during the tutorial and submitted this as an assessed piece of coursework. Student feedback was positive about the enquiry based approach but reported some problems in group-work.
A bibliography is a list of citations of sources such as books, .docxransayo
A bibliography is a list of citations of sources such as books, articles, and documents that were used for one’s research. Bibliographies may also be called ‘references’ especially when found at the end of an academic paper.
An annotation is a summary and/or evaluative comment. The purpose of an annotated bibliography is to inform the reader of the relevance, accuracy, and quality of the sources cited. Thus, an annotated bibliography consists of a citation followed by its descriptive summary and a critical review of the source.
Typically an annotated bibliography includes one or more of the following: summary, assessment, and reflection of the source. In this exercise we will practice writing an annotated bibliography with all three components.
Summary: Annotation provides summary of the source. It is important to paraphrase sources rather than directly copy and paste the content. Here are guiding questions: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assessment: Writing an evaluative comment after summarizing the source. Here are guiding questions: Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is s/he qualified in this subject? Is this source scholarly, popular, both? How does it compare with other sources in your bibliography?
Reflection: After summarizing and assessing the source, ask yourself whether or not the source fits your study. Here are guiding questions: Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed the way you think about your topic?Length:
An annotated bibliography is about 150-300 words in length including the brief summary, assessment, and reflection.
Citation of Article 1 in APA Styles
Summary: Annotation provides summary of the source. It is important to paraphrase sources rather than directly copy and paste the content. Here are guiding questions: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assessment: Writing an evaluative comment after summarizing the source. Here are guiding questions: Does it seem like a reliable and current source? Why? Is the research biased or objective? Are the facts well documented? Who is the author? Is s/he qualified in this subject? Is this source scholarly, popular, both? How does it compare with other sources in your bibliography?
Reflection: After summarizing and assessing the source, ask yourself whether or not the source fits your study. Here are guiding questions: Was this .
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
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 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Walton - Assessing the journey: online conversation as a means of active learning in information literacy
1. Assessing the journey: online
conversation as a means of active
learning in information literacy
Geoff Walton
Senior Researcher (I-ACT) &
Academic Skills Tutor Librarian
(Information Services)
Staffordshire University
LILAC Glasgow 12th April 2012
2. Epiphany - A sudden, intuitive perception
of or insight into the reality or essential
meaning of something, usually initiated
by some simple, homely, or
commonplace occurrence or experience.
I’m not suggesting it will be a
religious experience today, but it
may – hopefully – be an
epiphany for some
St Peter’s church, Monkwearmouth, Sunderland
3. The Plan
Start with my theory and my theory alone
The blended learning and teaching intervention
structure
In their own words – what did the students
actually think about this process?
What did the students actually do? Online
discourse
The evidence
Back to the discourse – can we assess it – is
there enough in student postings to determine
information literacy learning?
Final thoughts
Any questions?
4. Which do
you think
is Becoming information literate takes place in a wider
the
most context determined by roles, norms and tasks
social
important
sphere - Find/
Spheres
access/
1st choice can occur
locate
Green, in no
second Evaluate/ Use/ particular
choice discern communicate/ order
Amber, produce
third
choice sphere triggers its own set of behavioural,
Each
Pink?
cognitive, metacognitive and affective states
5. The blended learning and teaching intervention
structure for the core module...
Research and professional development in sport
& exercise level 4
6. Small group work
Problems to solve or questions to answer
Learning by doing – tasks – hands-on etc
Involves behaviour, thinking, negotiating meaning
with others, reflecting
Discourse between students
Discourse between tutor and students
Visible outputs by students which are routinely
recognised by the tutor and shared with the
group
Formal assessment
7. Students submit 500 word essay in
induction week in answer to a question
such as – “What defines success in sport?”
Essay marked and returned within 2
weeks
Weeks 6, 7 and 8 submit 800 word
assignment for online peer assessment
Week 12 submit final 1500 word
assignment
8. Week Lecture Workshop
1 Introduction to the module Reflecting on the essay process
2 Learning and Teaching in Higher Education Learning Styles
3 Developing Research Skills Using e-resources
4 Plagiarism and Referencing Internet based session
5 Writing Styles (1): The written word Understanding plagiarism and referencing
6 Writing Styles (2): Report Writing, Online Peer assessment: Essay introduction
Reading and Summarising
7 Assessment, feedback and revision Online Peer assessment: Essay main body
8 Introduction to Qualitative Research OnlinePeer assessment: Essay conclusion and
bibliography
9 Introduction to Quantitative Research Qualitative Methodologies - choosing the right
methodology
10 Qualitative Research (2) Quantitative Methodologies – becoming
acquainted with statistical concepts
11 Quantitative Research (2) Working with Qualitative / Quantitative data
12 Module summary Working with Qualitative / Quantitative data
9. 112 students in 7 online tutor groups (2007-08)
111 students in 7 online tutor groups (2008-09)
162 students in 8 online tutor groups (2009-10)
171 students In 10 online tutor groups (2010-11)
159 students in 9 online tutor groups (2011-12)
Week 1 Activity
Discussion concentrated on the Essay Introduction
Week 2 Activity
Discussion focused on the Essay Main Body
Week 3 Activity
Discussion centred on the Essay Conclusion and references
Within groups students expected initially to post comments in pairs
10. Forum – Peer Assessment
Thread - Students posted their draft essay
Seed – What are the criteria for writing a good
assignment?
Task - Read criteria for good essay structure
Resource - Assignment Survival Kit (ASK) step 9
Task - Make comments, give feedback to fellow
students and discuss issues
Diversity of tutor behaviour
Some summarised discussion and posted this before
next session only
Some participated in ongoing discussion and posted a
summary
13. “[...] Be careful with punctuation and use of
brackets when referencing.”
Whatreferences could include more information
“Your
did they actually do?
such as page numbers.”
“[...] Watch your referencing in the main text,
“Yourintroduction, well list are books as title
only whole reference referenced the well
author and date is need (sic), not
“Goodcould use references from (sic)however
“[...] includeuse academic references websites.
“[...] try to more [sources] that are more up- instead
you of the bookto use books as its easyer (sic) as
could internet” journal.”
may need or
as theyou know reference the bit about the
to-date.”
of autobiographies.”
Indianapolis Colts football team,they are
you dont (sic) have to worry if nice one
“[...] four of your refences (sic) have not got the
mate.” and name of publishers.”
credible? “
place
“[...] you have to put the name of the author
before the journal/book! i (sic)
The equivalent of this but in the virtual
didnt (sic) do that either on mine but i (sic) have
just reallized (sic) and learned something from
domain other peoples comments”
reading
15. The evidence?
Grades taken for 500 word
and 1500 word submissions
Statistical test indicated a significant difference
between students’ performance (n=32) on the
two assignments (t (1, 74) = 11.380, p<.001).
For assignment one, the mean across both
groups was 40.22% with a standard deviation of
6.50; for assignment two, the mean across both
groups was 57.92% with a standard deviation of
7.05. An increase of TWO grade points!!
16. In their own words – what did the students
actually think about it?
90%
10%
It was a very good exercise. A lot of
I found it was provided which enabled
feedback a good exercise. It gave me
a chance to get my workof feedback
me to progress a range to a much
The feedback gained will make my
on my essay fromSome comments
higher standard. both my tutor and
summative submission better because
my peers helped me with their good.
were short but some werethe
peers. It also gave me very
opportunity good to through in all our
It would be toIread use this other
feedback and found it good to read
assessments. It motivates you to get
essays and and gather similar writing
their work comment on their ideas
style had worked well for them get
the work done so that you can (student
that (student 15)
feedback (student 54)
91)
17. Needles in haystacks or an embarrassment of riches?
Task: In the handout there is a real extract from a
discussion board activity.
Try to mark some of the discourse using the criteria.
You are looking for evidence of learning within the
student postings
Be ready to discuss your thoughts and feelings
regarding the exercise
Handout contains - Text of the IL theory, extract of
online discourse, a marking scheme and the module
programme
18. • Staff feedback very
positive.
• Students enjoy it.
• Students
comfortable with
online social
networking
environment.
• Research indicates
usable generic
template for online
discourse.
• Potential to assess
online discourse?
19.
20. Students in circle
http://irudiak.argazkiak.org/276df12b972b1b876
f80402474acdf8d_c.jpg
St Peters – Rob Bishop
http://www.geograph.org.uk/photo/139180