Dinsdag 10 november
Sessieronde 4
Titel: Wanneer is een rooster goed en ruimtegebrek optimaal?
Spreker(s): Rudy Oude Vrielink (Universiteit Twente)
Zaal: Van Oldenbarnevelt
The document discusses an introduction to management course at Monash University. It provides information about the course tutor, reminds students about an upcoming assignment due in week 10, and announces a test on organizational culture and groups in week 8. It also outlines the requirements and grading breakdown for the second assignment in the course relating to a case study analysis.
The document discusses a workshop for maximizing the value of introductory courses for future K-12 teachers. It includes polls about the participants' backgrounds in education and familiarity with Next Generation Science Standards and teacher preparation requirements. The document notes that about half the participants teach classes for pre-service teachers and most interact regularly with STEM colleagues but not education colleagues, information to keep in mind during workshop discussions about strategies.
OpenEd 2016: The HOW of Adapting an Open Textbooklaesoph
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
My philosophy on technology in an educational setting pp 505Craig Rogers
This document outlines a philosophy on using technology in education. It advocates that teachers should have a variety of effective technologies they are familiar with, not follow trends, and collaborate. Students should be open to learning, trust teachers, and offer suggestions. A balance of technology and traditional methods like reading, writing, and the basics is important. Teachers must be trained on any technology used, explain it to students, train students, and support them directly rather than sending them elsewhere for help. Effective technologies complement learning while ineffective technologies take focus away from the basics or are not properly supported.
This document discusses how Rafael Hernandez School in Newark, NJ uses formative assessment data from the Edulastic platform to guide classroom instruction. It provides examples of how teachers use real-time data from daily "Do Nows" and other assessments to identify student misunderstandings, inform small group instruction, and ensure all students are prepared for technology-enhanced questions on standardized tests. The timely data allows for reflection on teaching methods and collaboration between teachers to best meet student needs.
This is a PowerPoint presentation I designed for my academic team. The project was to create a presentation to assist new students with navigating the online library.
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
In this presentation, we report results from a Swedish replication of a successful British trial involving foster carers in a paired reading tutoring intervention, aiming to improve foster children's literacy skills. The project involved 81 foster children age 8-12 and their carers, whom read together 20 minutes a day, 3 times a week for a period of 16 weeks. The evaluation was carried out as a pre-post design without a comparison group using national age-standardised literacy tests. In order to provide further insight into how the intervention works, qualitative interviews were conducted with fifteen foster carers with different experiences in program compliance. The results revealed significant gains in the children's vocabulary and reading age. In average their reading age had improved with 11 months. Reading reports indicated that 90% of the participants had implemented the programme in an acceptable way. The interviews confirmed that the intervention can provide a model for competent reading and result in improved child-carer relations. Rigidly following the method could however lead to conflicts. Completion of the intervention seemed to be conditioned on the children's joy in reading, which in turn may require adjustments in the day-to- day delivery of the intervention. Also carers had to see benefits with the paired reading in order to be able to motivate the child. The results suggest that it is possible to engage foster parents in the improvement of foster children's literacy skills, and that the British paired reading method is transportable to other national contexts.
The document discusses an introduction to management course at Monash University. It provides information about the course tutor, reminds students about an upcoming assignment due in week 10, and announces a test on organizational culture and groups in week 8. It also outlines the requirements and grading breakdown for the second assignment in the course relating to a case study analysis.
The document discusses a workshop for maximizing the value of introductory courses for future K-12 teachers. It includes polls about the participants' backgrounds in education and familiarity with Next Generation Science Standards and teacher preparation requirements. The document notes that about half the participants teach classes for pre-service teachers and most interact regularly with STEM colleagues but not education colleagues, information to keep in mind during workshop discussions about strategies.
OpenEd 2016: The HOW of Adapting an Open Textbooklaesoph
Adapting or modifying educational resources is what gives open the competitive advantage over its commercial counterparts. Adapting an educational resource means that a faculty member can change the content to best suit the learning outcomes of their course; it means that students can take an active role in adapting and changing material for assignment and assessment purposes. However, adapting is rarely done across open educational projects. BCcampus's Open Textbook project is one of the few open projects to have successfully completed a series of adaptations on a number of open textbooks. This presentation will walk you through the steps of HOW to adapt an open textbook. Participants will be introduced to a step-by-step approach to adaptation, including technical format considerations and style guide supports. Participants will leave the session with an adaptation toolkit, produced by BCcampus, that is CC licensed and can be adapted for the needs of each institution or project.
My philosophy on technology in an educational setting pp 505Craig Rogers
This document outlines a philosophy on using technology in education. It advocates that teachers should have a variety of effective technologies they are familiar with, not follow trends, and collaborate. Students should be open to learning, trust teachers, and offer suggestions. A balance of technology and traditional methods like reading, writing, and the basics is important. Teachers must be trained on any technology used, explain it to students, train students, and support them directly rather than sending them elsewhere for help. Effective technologies complement learning while ineffective technologies take focus away from the basics or are not properly supported.
This document discusses how Rafael Hernandez School in Newark, NJ uses formative assessment data from the Edulastic platform to guide classroom instruction. It provides examples of how teachers use real-time data from daily "Do Nows" and other assessments to identify student misunderstandings, inform small group instruction, and ensure all students are prepared for technology-enhanced questions on standardized tests. The timely data allows for reflection on teaching methods and collaboration between teachers to best meet student needs.
This is a PowerPoint presentation I designed for my academic team. The project was to create a presentation to assist new students with navigating the online library.
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
In this presentation, we report results from a Swedish replication of a successful British trial involving foster carers in a paired reading tutoring intervention, aiming to improve foster children's literacy skills. The project involved 81 foster children age 8-12 and their carers, whom read together 20 minutes a day, 3 times a week for a period of 16 weeks. The evaluation was carried out as a pre-post design without a comparison group using national age-standardised literacy tests. In order to provide further insight into how the intervention works, qualitative interviews were conducted with fifteen foster carers with different experiences in program compliance. The results revealed significant gains in the children's vocabulary and reading age. In average their reading age had improved with 11 months. Reading reports indicated that 90% of the participants had implemented the programme in an acceptable way. The interviews confirmed that the intervention can provide a model for competent reading and result in improved child-carer relations. Rigidly following the method could however lead to conflicts. Completion of the intervention seemed to be conditioned on the children's joy in reading, which in turn may require adjustments in the day-to- day delivery of the intervention. Also carers had to see benefits with the paired reading in order to be able to motivate the child. The results suggest that it is possible to engage foster parents in the improvement of foster children's literacy skills, and that the British paired reading method is transportable to other national contexts.
A brief summary of my year as a School Librarian (Ulei Junior Secondary School) in Vanuatu as part of the Australian Youth Ambassadors for Development.
Just-in-Time Teaching - A 21st Century Teaching TechniqueJeff Loats
An hour-long introduction to Just-in-Time Teaching, including motivation for change, the basics of JiTT, a mock example and some of the evidence for effectiveness.
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019ElizabethNugent8
This document provides advice on selecting HSC subjects and understanding the ATAR. It discusses four key considerations: workload, choosing subjects you enjoy and excel in, university prerequisite requirements, and how subject scaling affects ATAR calculations. The document recommends aiming for 11-12 subjects, with at most 2 major works, and choosing the highest-level maths and English subjects that you can handle. Students should select subjects they love and are interested in to stay motivated while also considering assumed knowledge for their intended university programs. English Advanced is generally better than Standard due to scaling. With an understanding of these factors, students can make informed choices about their HSC subjects.
The document discusses a study exploring how mobile devices called "Explorers" can support independent and active learning in children. Several schools participated in the study, including traditional, learner-centered, international, and special education schools. Preliminary results found enthusiastic student engagement with the Explorers and increased cooperation and knowledge sharing. However, teachers need more training to fully integrate the devices into daily lessons. Next steps include further teacher training and developing age-appropriate educational software.
Lara Panzini: Star Rating for Language Teacherseaquals
This document summarizes research on star rating systems for language teachers. It describes both primary and secondary research conducted, including online surveys of teachers and students, and interviews with academic managers. Key findings include that rating is seen as subjective, students are experienced raters, and teachers fear unfair feedback. Both teachers and students felt progress was the most important factor in evaluating a course. The conclusion is that an integrated system including ratings, reviews, and other quality indicators would be most useful for students choosing a school. Recommendations are made for how the research institution could implement a rating system.
The Didactic Diamond is an information literacy model developed by Dr. T.R. Zijlstra to explain the academic process in higher education. The diamond shape visualizes the journey a student takes from receiving an assignment question to submitting their final answer. It involves increasing the scope of knowledge through research activities like identifying relevant sources, gathering information, and evaluating sources to develop a strong argument. The model breaks down the process into preparation, research, and writing stages aligned with the seven pillars of information literacy. Feedback from students found the diamond helps structure assignments by planning tasks and finding resources to develop their understanding over time.
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning An...Avinash Boroowa
Rienties, B et al 2015 Analytics4Action Evaluation Framework: A Review of Evidence-Based
Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in
Education, X(X): X, pp. 1–11, DOI: http://dx.doi.org/10.5334/jime.az
Using new technologies in language learningeaquals
This document discusses using technology and the internet to enhance language learning. It aims to motivate self-study, facilitate collaborative learning, and involve learners through choice. The workshop will provide step-by-step guides to useful tools like Google Forms, dvolver, and Socrative. Attendees will develop lesson plans using the tools and share resources through a wiki. The goal is to train teachers and check understanding of how these tools can save time and liven up traditional activities.
Exploring and sharing best practice in assessment - presentation 3eaquals
The document discusses key issues around language assessment and quality assurance. It provides information on the relationship between learning and assessment, with assessment described as the "engine which drives student learning." Assessment is said to have an overwhelming influence on what, how, and how much students study. The document also outlines some core purposes of language assessment, including diagnostic, self-assessment, needs analysis, progress, achievement, and proficiency. Common types of language assessment are defined, including portfolios, tasks, surveys, quizzes, progress assessments, achievement assessments, and proficiency assessments. An assessment framework is described as asking what is being assessed, why it is being assessed, and how it is being assessed. Course designers, teachers, and learn
This document summarizes the schedule and activities for the final meeting of an educational technology course. It includes:
- A schedule for the day which involves students presenting their digital stories and wrapping up their teamwork projects.
- An outline of the activities for presenting digital stories and getting feedback from peers.
- Details on an activity where students will evaluate their team projects using "thinking hats" and distribute their team's points to individual grades.
- Instructions for a positive card activity where students write nice things about each other before concluding the course for the summer.
How e-Assessment Can Bring Significant Added Value to Maths LessonsKenji Lamb
This document discusses how e-assessment using the SCHOLAR program can enhance math lessons. SCHOLAR allows for visual introductions of topics, classroom interaction through interactive whiteboard activities, and independent student investigation with immediate feedback. It also enables individualized assessment where students can progress at their own pace. SCHOLAR provides 24/7 access to material, immediate feedback and support, and tracking of student progress. Teachers reported students becoming more confident, effective learners through the use of this program.
Electronic Management of Assessment - Professor Andrew Taylortelshef
Electronic Management of Assessment (i.e. Electronic Submission, Marking and Feedback) offers the opportunity to streamline administrative processes and improve the quality of feedback that students get on their assessed work. This session explored both the advantages and broader issues surrounding the use of EMA and the important factors that you need to consider to make this a success. There was an opportunity to learn from the experiences of your colleagues who have recently introduced EMA at departmental level.
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning An...Avinash Boroowa
Rienties, B et al 2015 Analytics4Action Evaluation Framework: A Review of Evidence-Based
Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in
Education, X(X): X, pp. 1–11, DOI: http://dx.doi.org/10.5334/jime.az
The document provides an agenda for an education class taking place on May 7th, 2013 from 09:10 to 12:00. It instructs students to download course materials and introduces the class topics which include introducing themselves, an undergraduate lab assistant, perspectives on educational technology, and expectations for the class.
This document provides a summary and collection of online resources for teaching fractions. It begins by noting the importance of visual representations for understanding fractions. The remainder of the document provides brief descriptions and hyperlinks to fraction resources available on various websites, including visual diagrams, practice problems, lesson plans, and interactive activities. The resources are organized for teaching fractions at various levels, from key stage 3 through key stage 4.
This document discusses engaging students in teaching spaces and active learning. It notes that profound learning occurs through listening, questioning, discussing, teaching others, and being intrinsically motivated. Research is cited showing that active learning leads to 1.5 times less failure in science, engineering, and math courses. Challenges to active learning are identified as group sizes, classroom design, technology availability, training, and confidence. The document promotes participation in an evaluation and classroom design survey.
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This document provides information about online student support services available through the Online Education Initiative (OEI). It discusses readiness workshops and multimedia tutorials to help students prepare for online learning. Tutoring resources like NetTutor and WorldWideWhiteboard are promoted. Basic skills support modules are presented in topics like English, math, reading, library research, and ESL that faculty can embed in their online courses. Examples are given of how to integrate these resources for assignments involving writing, reading, sociology, economics, and psychology courses. The goal is to help students successfully complete course requirements by referring them to relevant instructional and personal support services.
Brian Kolins has over 10 years of experience in education, research, and financial services. He holds a Masters in Mathematics from West Chester University, where he conducted research for a professor's book. As a substitute teacher, he managed an evening school program and founded an extracurricular club. Previously, Kolins acquired over $14 million in new financial accounts as a services representative. He is proficient in Microsoft Office, MATLAB, Mathematica, and SAS programming and has expertise in quantitative topics such as Markov chains and mathematical modeling. Kolins received honors from math and education honor societies and was awarded excellence from Praxis in mathematics.
Dinsdag 10 november
Sessieronde 4
Titel: Welkom in de Wereld van Toekomst.nl
Spreker(s): Saskia Houben (Hogeschool van Arnhem en Nijmegen), Jessica Koning (Hogeschool van Arnhem en Nijmegen)
Zaal: Goudriaan I
Waar begint plannen om te komen tot een goed rooster? - Johan de Boer - HO-li...HOlink
Sessieronde 3
Beschrijving:
Waar start de planning om te komen tot een goed rooster? Hoe krijg je hier grip op? Voor het klaar zetten van roostergegevens wordt vaak een inzetplanningsprogramma of Excel werkblad gebruikt. Maar waar komen de gegevens die je dan gebruikt vandaan? Sluiten de informatiestromen goed op elkaar aan? Tijdens deze sessie krijgt u antwoord op deze vragen en krijgt u inzicht in de afhankelijke informatiestromen en processen bij het verzamelen van de roostergegevens.
A brief summary of my year as a School Librarian (Ulei Junior Secondary School) in Vanuatu as part of the Australian Youth Ambassadors for Development.
Just-in-Time Teaching - A 21st Century Teaching TechniqueJeff Loats
An hour-long introduction to Just-in-Time Teaching, including motivation for change, the basics of JiTT, a mock example and some of the evidence for effectiveness.
Sandbox Learning - How to Select Your Subjects and Understand the ATAR - 2019ElizabethNugent8
This document provides advice on selecting HSC subjects and understanding the ATAR. It discusses four key considerations: workload, choosing subjects you enjoy and excel in, university prerequisite requirements, and how subject scaling affects ATAR calculations. The document recommends aiming for 11-12 subjects, with at most 2 major works, and choosing the highest-level maths and English subjects that you can handle. Students should select subjects they love and are interested in to stay motivated while also considering assumed knowledge for their intended university programs. English Advanced is generally better than Standard due to scaling. With an understanding of these factors, students can make informed choices about their HSC subjects.
The document discusses a study exploring how mobile devices called "Explorers" can support independent and active learning in children. Several schools participated in the study, including traditional, learner-centered, international, and special education schools. Preliminary results found enthusiastic student engagement with the Explorers and increased cooperation and knowledge sharing. However, teachers need more training to fully integrate the devices into daily lessons. Next steps include further teacher training and developing age-appropriate educational software.
Lara Panzini: Star Rating for Language Teacherseaquals
This document summarizes research on star rating systems for language teachers. It describes both primary and secondary research conducted, including online surveys of teachers and students, and interviews with academic managers. Key findings include that rating is seen as subjective, students are experienced raters, and teachers fear unfair feedback. Both teachers and students felt progress was the most important factor in evaluating a course. The conclusion is that an integrated system including ratings, reviews, and other quality indicators would be most useful for students choosing a school. Recommendations are made for how the research institution could implement a rating system.
The Didactic Diamond is an information literacy model developed by Dr. T.R. Zijlstra to explain the academic process in higher education. The diamond shape visualizes the journey a student takes from receiving an assignment question to submitting their final answer. It involves increasing the scope of knowledge through research activities like identifying relevant sources, gathering information, and evaluating sources to develop a strong argument. The model breaks down the process into preparation, research, and writing stages aligned with the seven pillars of information literacy. Feedback from students found the diamond helps structure assignments by planning tasks and finding resources to develop their understanding over time.
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning An...Avinash Boroowa
Rienties, B et al 2015 Analytics4Action Evaluation Framework: A Review of Evidence-Based
Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in
Education, X(X): X, pp. 1–11, DOI: http://dx.doi.org/10.5334/jime.az
Using new technologies in language learningeaquals
This document discusses using technology and the internet to enhance language learning. It aims to motivate self-study, facilitate collaborative learning, and involve learners through choice. The workshop will provide step-by-step guides to useful tools like Google Forms, dvolver, and Socrative. Attendees will develop lesson plans using the tools and share resources through a wiki. The goal is to train teachers and check understanding of how these tools can save time and liven up traditional activities.
Exploring and sharing best practice in assessment - presentation 3eaquals
The document discusses key issues around language assessment and quality assurance. It provides information on the relationship between learning and assessment, with assessment described as the "engine which drives student learning." Assessment is said to have an overwhelming influence on what, how, and how much students study. The document also outlines some core purposes of language assessment, including diagnostic, self-assessment, needs analysis, progress, achievement, and proficiency. Common types of language assessment are defined, including portfolios, tasks, surveys, quizzes, progress assessments, achievement assessments, and proficiency assessments. An assessment framework is described as asking what is being assessed, why it is being assessed, and how it is being assessed. Course designers, teachers, and learn
This document summarizes the schedule and activities for the final meeting of an educational technology course. It includes:
- A schedule for the day which involves students presenting their digital stories and wrapping up their teamwork projects.
- An outline of the activities for presenting digital stories and getting feedback from peers.
- Details on an activity where students will evaluate their team projects using "thinking hats" and distribute their team's points to individual grades.
- Instructions for a positive card activity where students write nice things about each other before concluding the course for the summer.
How e-Assessment Can Bring Significant Added Value to Maths LessonsKenji Lamb
This document discusses how e-assessment using the SCHOLAR program can enhance math lessons. SCHOLAR allows for visual introductions of topics, classroom interaction through interactive whiteboard activities, and independent student investigation with immediate feedback. It also enables individualized assessment where students can progress at their own pace. SCHOLAR provides 24/7 access to material, immediate feedback and support, and tracking of student progress. Teachers reported students becoming more confident, effective learners through the use of this program.
Electronic Management of Assessment - Professor Andrew Taylortelshef
Electronic Management of Assessment (i.e. Electronic Submission, Marking and Feedback) offers the opportunity to streamline administrative processes and improve the quality of feedback that students get on their assessed work. This session explored both the advantages and broader issues surrounding the use of EMA and the important factors that you need to consider to make this a success. There was an opportunity to learn from the experiences of your colleagues who have recently introduced EMA at departmental level.
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning An...Avinash Boroowa
Rienties, B et al 2015 Analytics4Action Evaluation Framework: A Review of Evidence-Based
Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in
Education, X(X): X, pp. 1–11, DOI: http://dx.doi.org/10.5334/jime.az
The document provides an agenda for an education class taking place on May 7th, 2013 from 09:10 to 12:00. It instructs students to download course materials and introduces the class topics which include introducing themselves, an undergraduate lab assistant, perspectives on educational technology, and expectations for the class.
This document provides a summary and collection of online resources for teaching fractions. It begins by noting the importance of visual representations for understanding fractions. The remainder of the document provides brief descriptions and hyperlinks to fraction resources available on various websites, including visual diagrams, practice problems, lesson plans, and interactive activities. The resources are organized for teaching fractions at various levels, from key stage 3 through key stage 4.
This document discusses engaging students in teaching spaces and active learning. It notes that profound learning occurs through listening, questioning, discussing, teaching others, and being intrinsically motivated. Research is cited showing that active learning leads to 1.5 times less failure in science, engineering, and math courses. Challenges to active learning are identified as group sizes, classroom design, technology availability, training, and confidence. The document promotes participation in an evaluation and classroom design survey.
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
This document provides information about online student support services available through the Online Education Initiative (OEI). It discusses readiness workshops and multimedia tutorials to help students prepare for online learning. Tutoring resources like NetTutor and WorldWideWhiteboard are promoted. Basic skills support modules are presented in topics like English, math, reading, library research, and ESL that faculty can embed in their online courses. Examples are given of how to integrate these resources for assignments involving writing, reading, sociology, economics, and psychology courses. The goal is to help students successfully complete course requirements by referring them to relevant instructional and personal support services.
Brian Kolins has over 10 years of experience in education, research, and financial services. He holds a Masters in Mathematics from West Chester University, where he conducted research for a professor's book. As a substitute teacher, he managed an evening school program and founded an extracurricular club. Previously, Kolins acquired over $14 million in new financial accounts as a services representative. He is proficient in Microsoft Office, MATLAB, Mathematica, and SAS programming and has expertise in quantitative topics such as Markov chains and mathematical modeling. Kolins received honors from math and education honor societies and was awarded excellence from Praxis in mathematics.
Dinsdag 10 november
Sessieronde 4
Titel: Welkom in de Wereld van Toekomst.nl
Spreker(s): Saskia Houben (Hogeschool van Arnhem en Nijmegen), Jessica Koning (Hogeschool van Arnhem en Nijmegen)
Zaal: Goudriaan I
Waar begint plannen om te komen tot een goed rooster? - Johan de Boer - HO-li...HOlink
Sessieronde 3
Beschrijving:
Waar start de planning om te komen tot een goed rooster? Hoe krijg je hier grip op? Voor het klaar zetten van roostergegevens wordt vaak een inzetplanningsprogramma of Excel werkblad gebruikt. Maar waar komen de gegevens die je dan gebruikt vandaan? Sluiten de informatiestromen goed op elkaar aan? Tijdens deze sessie krijgt u antwoord op deze vragen en krijgt u inzicht in de afhankelijke informatiestromen en processen bij het verzamelen van de roostergegevens.
Masterclass trends in Open en Online OnderwijsSURF Events
Dinsdag 10 november
Sessieronde 2 & 3
Titel: Trends in Open en Online Onderwijs
Spreker(s): Ria Jacobi (Hogeschool van Amsterdam), Marjon Baas (Saxion), Fred de Vries (Open Universiteit), Martijn Ouwehand (Technische Universiteit Delft), Robert Schuwer (Fontys), Nicolai van der Woert (Radboudumc), Janina van Hees (SURFnet)
Zaal: Goudriaan I
Gepersonaliseerd leren in taallessen? Is dit überhaupt mogelijk? En hoe?SURF Events
Woensdag 9 november
Sessieronde 3
Titel: Gepersonaliseerd leren in taallessen? Is dit überhaupt mogelijk? En hoe?
Spreker(s): François Hanton (Sint Jozef - Sint Pieter) & Bart Buckinx (BookWidgets)
Zaal: Penn I
Mogelijkheden van de digitale leeromgeving presentaties meten met self-servic...SURF Events
Maandag 7 november
Sessieronde 1
Titel: Mogelijkheden van de digitale leeromgeving presentaties meten met self-service tools en een veilige infrastructuur onderhouden deel 1
Spreker(s): Patrick Brog (SecureLink)
Zaal:Penn II
Open onderwijsvormen toepassen: handvatten voor docenten en onderwijsonderste...SURF Events
Dinsdag 8 november
Sessieronde 1
Titel: Open onderwijsvormen toepassen: handvatten voor docenten en onderwijsondersteuners
Spreker(s): Robert Schuwer (Fontys), Martijn Ouwehand (TU Delft)
Zaal: Leeuwen I & II
Flexibel leren op locatie met apps, mobile devices en weararables_deel 1SURF Events
Dinsdag 8 november
Sessieronde 2
Titel: Flexibel leren op locatie met apps, mobile devices en weararables_deel 1
Spreker(s): Wouter Marra (UU), Oscar Buma(UU)
Sylvia Moes (VU), Mark Opmeer (VU), Karel Kreijns (OU), Daniele Dimitri (OU)
Zaal: Blue Room
Metadata in een onderwijsmagazijn: materiaal hergebruiken en direct online aa...SURF Events
Dinsdag 8 november
Sessieronde 4
Titel: Metadata in een onderwijsmagazijn: materiaal hergebruiken en direct online aanbieden
Spreker(s): Tom Brouwer (ROC de Leijgraaf), Frans Thijssen (ROC de Leijgraaf)
Zaal: Penn I
Ontwikkeling van onderwijs in 21e-eeuwse vaardigheden en digitale vaardighede...SURF Events
Woensdag 9 november
Sessieronde 2
Titel: Ontwikkeling van onderwijs in 21e-eeuwse vaardigheden en digitale vaardigheden in het bijzonder
Spreker(s): Eugenie Zwanenberg & Cyril Rothkrantz (Veurs Lyceum)
Zaal: Blue Room
Twee wegen naar flexibel en persoonlijk onderwijs: leerpaden omzetten en een ...SURF Events
Maandag 7 november
Sessieronde 1
Titel: Twee wegen naar flexibel en persoonlijk onderwijs: leerpaden omzetten en een dlo implementeren
Spreker(s): Jeroen Langestraat (HAN), Lisanne van Brouwershaven (OnderwijsOnline)
Zaal: Penn I
Hoe vertaal je de onderwijsvisie naar de inrichting van de digitale leeromgev...SURF Events
Maandag 7 november
Sessieronde 1
Titel: Hoe vertaal je de onderwijsvisie naar de inrichting van de digitale leeromgeving?
Deel 4
Spreker(s): Dennis van Oeveren (Landstede)
Zaal: Diamond II
Onderwijsbenodigdhedenbeleid: waarom, hoe en watSURF Events
Dinsdag 10 november
Sessieronde 4
Titel: Onderwijsbenodigdhedenbeleid: waarom, hoe en wat
Spreker(s): Joop van Schie (Albeda College), Hans Bijlo (Albeda College), Hennie de Mik (Albeda College)
Zaal: Veder
This document provides information about initial teacher training (ITT) in the UK, including key dates, application processes, and requirements. It discusses both university-led and school-led ITT routes. Key points include:
1) The application process for ITT involves submitting an application by certain deadlines, providing education details and references, and potentially skills tests and interviews. Offers may be conditional or unconditional.
2) ITT routes include university-led PGCE programs and school-led options like School Direct where schools select candidates. Both involve school placements and lead to qualified teacher status.
3) Requirements vary but generally include an undergraduate degree and subject knowledge. Providers assess candidates' commitment to teaching
This document provides information for year 11 students and parents about exams, revision, careers guidance and important dates. It includes:
- Results from the previous year's GCSE exams and advice that hard work leads to success.
- Details about Pre-Public Exams (PPEs) including sample timetables and that students will receive individual timetables.
- The importance of attendance and punctuality for exam success.
- Regular revision support available including intervention classes, study spaces and guidance documents.
- Advice on creating effective revision timetables and making the most of revision sessions through testing and spaced repetition.
- Key dates for PPE exams, parents' evening and the prom.
This document outlines the expectations and routines for Mr. Lane's class. It discusses the teacher's high expectations for students, basic rules around safety and participation, and a detailed daily schedule. It also describes procedures for attendance, assigning and collecting work, communicating with families, and expectations that students can achieve success if they put in the effort.
This document provides information for parents about supporting their child during their time in sixth form college. It outlines differences from secondary school like more independence and responsibility. It discusses the curriculum including subject choices, tutorials, assignments and exams. Advice is provided from past students and expectations are outlined regarding attendance, behavior, and academic performance. Support available from the college is highlighted as well as important dates and processes like UCAS, financial support options, and results day.
A new age Education Company using scientific tools and processes for identifying gaps in a student's conceptual clarity and strengthening them thru regular assessment, homework, revision and projects
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
This document discusses considerations for evaluating alternative curriculum models and schedules at Harvard High School and Lincoln High School. It examines the pros and cons of various schedule options including traditional daily schedules, block schedules, rotating schedules, and trimester schedules. Specific concerns addressed include costs, curriculum modifications, teacher and student course loads, and credit recovery opportunities. Sample schedules are presented and research on trimester schedules is summarized. The goal is to select a schedule that best meets graduation requirements while providing support for all students.
The document summarizes a meeting between school staff and parents of secondary 3 students. It includes:
1) Welcome and introductions by the principal and vice principal who discuss the school's focus on holistic education and partnerships with parents.
2) A presentation by the year head of key areas of student development in secondary 3 including academics, CCAs, character development and time management. Strategies are suggested to help students.
3) Information about upcoming exams, programs and communication channels between the school and parents. Parents are encouraged to provide feedback to strengthen partnerships.
This document outlines the agenda for two Saturday work sessions to develop online professional development courses on the Common Core Learning Standards.
The April 26th session will review norms and objectives, complete pre-assessments, receive an IM&T presentation, revise the CCLS prerequisite course, and have grade-level teams work on the first module for each course.
The May 3rd session will follow a similar agenda, with grade-level teams continuing work on the first module for each course and providing feedback to each other. The goal is to have the first course completed by May 10th.
K. Schlusmans presentation to eadtu conference 2017EADTU
The Open University in the Netherlands introduced a new educational model in 2014-2016 to address issues with their original model that provided too much flexibility. Under the original model, 70% of bachelor students dropped out in their first course, students averaged only 7 credits per year, and the university had little contact with or monitoring of students. The new model introduced intake counseling, fixed course schedules, active monitoring of student progress, more assignments and feedback, and more social/academic integration through virtual classrooms and discussions. Research found the new model increased the percentage of course certificates earned and credits completed per year. While student satisfaction remained high, some students disliked the reduced flexibility.
This document provides information about the lecturers, class times, teaching philosophy, resources, and policies for an Accounting 2A course. It introduces two lecturers, Marelize Malan and Dieketseng Napo, and provides their contact information. It outlines the class times and lab sessions for two groups of students. The teaching philosophy is to develop students that are technically sound, professional, respectful, and responsible. Learning resources mentioned include lecture notes, textbooks, tutorials, assignments, and self-study. Policies covered include class attendance, assignment requirements, tutorial signups, textbook usage, exam access criteria, and module mark breakdown. It also addresses some frequently asked questions.
Va service hours and timesheets 1200 [autosaved] (1).pptx (1)eward018
This document discusses service hour requirements and timesheet policies for tutors in the Literacy Lab Institute. Tutors must complete 1200 hours of service over the term, with most hours spent providing direct tutoring services at their school site from 8am to 3:30pm daily. Tutors have opportunities to earn additional hours through community service, professional development, and fundraising. The document provides guidance on requesting time off, completing timesheets, and ensuring living stipends are received on time.
This document provides information about the Accounting 2A module for students including contact details for the lecturers, class times and locations for the two tutorial groups, the learning outcomes and resources, assessment details, textbook requirements, and answers to frequently asked questions. Students will be assessed through assignments, an objective test, and two annual assessments with specific requirements to pass the module and proceed to Accounting 2B.
This document provides information about the Accounting 2A module for students including contact details for the lecturers Marelize Malan and Dieketseng Napo. It outlines the assessment components including assignments, tutorials, tests and exams. The key resources and textbooks are listed. Requirements to gain access to the exam are a minimum 40% module mark along with 75% assignment submission and tutorial attendance. The semester and exam marks are calculated as outlined. Frequently asked questions are addressed at the end.
The document summarizes the development of the Local Control and Accountability Plan (LCAP) for a school district. It describes meetings held with stakeholders from April to June 2014 to gather input on priorities and review drafts. The LCAP includes goals in six areas such as college and career readiness, Common Core implementation, and safe learning environments. It outlines actions, services and expenditures to support goals, including hiring counselors, coaches and teachers. The next steps are to incorporate feedback on the draft LCAP and strategic plan, obtain board approval, and submit to the county for review.
This document outlines the syllabus for an introductory project management course. It includes an overview of the course description, rationale, goals and schedule. The instructor is introduced and their background and certifications are provided. Key topics that will be covered include the triple constraint, developing project management skills, initiating and defining projects, risk assessment, and project execution, control and closure. Course assignments such as exercises, projects and exams are described. Grading criteria, policies and expectations are also reviewed.
The document discusses the benefits of the KS4 curriculum at Canons School, which uses a linear approach where students focus on core subjects like English, maths, and science in year 11 and take GCSE exams in those subjects that year. This allows for more in-depth study of optional subjects, intervention for struggling students, and flexibility based on student demand for different subjects each year. The curriculum model provides benefits like improved attainment, protection of smaller subjects, and opportunities for enrichment.
A TEFL course is your gateway to an exciting and fulfilling career, whether your goal is to travel to exciting destinations or to work from home.
1. Standard Online TEFL
2. Advanced Online TEFL
3. Freelance Teacher TEFL
4. Contract TEFL TEFL
5. Advanced Online TEFL Upgrade
6. Freelance Teacher TEFL Upgrade
7. Contract Teacher TEFL Upgrade
Similar to Wanneer is een rooster goed en ruimtegebrek optimaal? (20)
Biking on the edge - Jerome Mies - SRD23SURF Events
Jerome Mies presented on using edge computing and AWS IoT Greengrass to monitor street conditions in Amsterdam via bicycle inspections. The project aims to cover the entire city with LiDAR and video AI to provide an accurate overview of deficiencies. Edge devices like NVIDIA Jetson Nano mounted on bicycles can perform real-time image analysis and inference to detect issues like light posts, garbage, and road damage. AWS Greengrass enables managing remote edge devices and orchestrating event-driven workflows. Models are trained with Amazon SageMaker and optimized for battery-powered edge applications. The cloud allows scalability to multiple edge devices for real-time data processing and updates to improve public safety.
Voor duurzame onderwijsinnovaties zoals Blended Learning is de onderwijsmanager een onmisbare schakel. Als koersbepaler of als te nemen horde, als aanjager of als teamleider, zonder 'management mee' komt innovatie moeilijk van de grond. Tegelijkertijd staat onderwijsvernieuwing (met ict) steeds vaker expliciet in de opdracht die programmaleiders, opleidingsmanagers en teamleiders meekrijgen. Tijd dus voor het managementperspectief op onderwijsinnovatie met ict - hoe maken we managers bewust van wat innovatie inhoudt, en hoe maken we innovators bewust van de keuzes waar management voor staat?
Om het gesprek hierover op weg te helpen ontwikkelt De Haagse Hogeschool een Onderwijsinnovatie Management Card Game. Speelbaar door managers, (docent)innovators en onderwijskundige ict-adviseurs, wordt in een semi-coöperatief kaartspel teamsgewijze innovatie in het onderwijs verkend. Speel mee en ervaar zelf de keuzes en dilemma's van de innoverende manager!
Hoe door een multidisciplinaire aanpak de ondersteuning van het leren en werk...SURF Events
"Op de HAN is sinds 2,5 jaar een multidisciplinair team actief waarin vanuit verschillende HAN afdelingen expertises worden gecombineerd ter ondersteuning van HAN medewerkers, docenten en studenten bij het leren en werken met ICT. Het team is in eerste instantie bij elkaar gekomen omdat doordat bij de aanvang van corona just in time beslissingen, organisatie en ondersteuning nodig waren voor het op afstand werken en leren. Ondertussen is dit initiatief met groot succes doorontwikkeld tot een volwassen multidisciplinaire samenwerking.
De multidisciplinaire aanpak zorgt voor een betere regie op de HAN DLWO. Zo zijn er centrale multidisciplinaire klantteams (MKTs; bestaande uit een adviseur, informatiemanager en een functioneel beheerder) ontstaan die nauw contact houden met de academies rondom grotere (ondersteun)vragen op het gebied van leren en werken met ICT. Daarnaast zijn we als team bezig het software aanvraagproces op de HAN te stroomlijnen.
Ons initiatief is een goed voorbeeld van hoe door een multidisciplinaire aanpak en het tonen van daadkracht en leiderschap snel, adequaat en kwalitatief hoge ondersteuning gegeven kan worden op het gebied van leren en werken op afstand/met ICT aan docenten en medewerkers van een hogeschool. Tijdens deze presentatie willen we graag ingaan op de aanpak en behaalde resultaten van onze multidisciplinaire samenwerking, en daarbij onze lessons learned met jullie delen."
Gebruikers aan het woord, effectief doorontwikkelen - Jeffrey Braak & Larissa...SURF Events
Na een succesvolle implementatie staat de doorontwikkeling van de digitale leeromgeving voor de deur. Bij de Universiteit van Amsterdam streven wij ernaar om de belangen, behoeftes en het gebruik van onze digitale leeromgeving gebruikers voorop te zetten. Maar hoe gebruiken zij de digitale leeromgeving nou eigenlijk, waar zijn ze echt mee geholpen en wat mag van hen nu echt de prullenbak in? Wij zijn aan de slag gegaan om gezamenlijk met alle faculteiten processen te ontwikkelen om te weten te komen waar onze gebruikers echt blij van worden. In deze korte talk delen wij onze strategie hoe wij doorlopend en tijdig inzicht vergaren over de DLO en hiermee geïnformeerde data-driven doorontwikkelingen neerzetten.
Hoe geven de HU en Fontys vorm aan studentgestuurd onderwijs met hulp van een...SURF Events
"Hoe geef je vorm aan studentgestuurd leren in een traditioneel docentgestuurde digitale leeromgeving? Hoe belangrijk vind je het stimuleren van studenteigenaarschap en hoe ver wil je daar in gaan? Wat is de juiste balans tussen student- en docentsturing en hoe ondersteun je die balans optimaal in de digitale leeromgeving?
Om in cocreatie antwoorden te vinden op deze vragen heeft Fontys Hogescholen Drieam benaderd. Met elkaar hebben ze vorig jaar een eerste versie van een studentgestuurd portfolio die volledig integreert in het LMS ontwikkeld die alles rondom deze vraagstukken met elkaar verbindt. Inmiddels zijn al 10 andere instellingen aangehaakt. In deze sessie bespreken de Hogeschool Utrecht en Fontys hoe ze studenteigenaarschap vormgeven in de DLO met hulp van een portfolio."
Blended education en de organisatie van onderwijs - Judith Vennix& Ralf Hille...SURF Events
Het effect van blended onderwijs op het curriculum heeft ook effect op de organisatie van onderwijs. Wat zijn de gevolgen voor planning en taaktoedeling binnen teams, hoe breng je de benodigde professionalisering van je team in overeenstemming met de individuele wensen, welke consequenties heeft blended learning voor inrichting van lokalen en gebouwen. Wat is de invloed op roostering etc. De onderwijsmanager krijgt al deze vragen op zijn/haar bordje, maar er zijn nog maar weinig antwoorden. Om hier zicht op te krijgen zijn we bij Hogeschool Rotterdam een professionele leergemeenschap gestart met 10 onderwijsmanagers die, ondersteund door deskundigen, samen leren en onderzoeken. In deze sessie gaan we in op de werkwijze en resultaten tot nu toe.
Kickstart de blend- modellen en benaderingen - Barend Last (UM) - OWD22SURF Events
Blended learning is een hot topic. Maar de invulling ervan is complex en tijdrovend. Om het ontwerpen voor blended learning te vergemakkelijken, is het aan te bevelen om te werken met modellen en benaderingen. Denk bijvoorbeeld aan het flipped classroom model of het station-rotatiemodel. Er is onderzoek gedaan naar veelvoorkomende verschijningsvormen, waaruit twee indelingen zijn voortgekomen: een model-indeling en een impact-indeling. Het werken met deze indelingen, kan docenten en opleidingen snel meer grip geven op de implementatie van blended learning. In deze sessie ga je aan de slag met deze indelingen. Elke indeling wordt kort ingeleid, waarna je in kleine groepen van 3-6 personen bespreekt hoe je deze kan inzetten binnen je eigen instelling.
Erasmus without paper - een mijlpaal in de ondersteuning van studentmobilitei...SURF Events
Het flexibiliseren van studentroutes in het onderwijs vereist een open student informatiesysteem. OSIRIS biedt uitgebreide mogelijkheden om dit te ondersteunen, o.a. door studentmobiliteit via EduXchange en Erasmus Without Paper (EWP). Tijdens deze sessie geven we een update over de ondersteuning in OSIRIS van de flexibele studentroutes en specifiek de ondersteuning van EWP.
Accelereren op leven lang ontwikkelen met (micro)credentials, badges en actio...SURF Events
In het kader van een leven lang ontwikkelen helpen onderwijsinstellingen studenten, alumni en werknemers om hun kansen op de voortdurend veranderende arbeidsmarkt te vergroten en een positieve bijdrage te leveren aan de samenleving van vandaag en morgen. Hoe kun je micro credentialing hiervoor inzetten en waarom is dat belangrijk, hoe zorg je ervoor dat alumni en medewerkers betrokken zijn en blijven? In 2 x 15 minuten laten we je graag met concrete voorbeelden zien hoe onderwijsinstellingen Canvas Credentials en Impact inzetten als onderdeel van hun leven lang ontwikkelen strategie.
Green Award; trigger voor het verduurzamen van ict onderwijs - Claudia Tempel...SURF Events
"Tijdens de halfjaarlijkse Winnovation introduceren we de uitreiking van de Green Award. De Winnovation is een evenement waar alle hbo-ict-studenten uit het derde en vierde jaar hun projectresultaten presenteren aan bedrijven, docenten en medestudenten. Om deze Green Award te kunnen winnen moeten studenten motiveren welke groene keuzes zij hebben gemaakt tijdens het ontwerpproces. Drie juryleden, waaronder twee Windesheim lectoren en de MVO-manager van SURF, bepalen wie de winnaar wordt. Er wordt zowel gekeken naar Greening by IT als Greening of IT. Om te komen tot goede criteria onderzoeken we samen met studenten aan welke knoppen een ict professional kan draaien om de uitstoot van CO2 zo laag mogelijk te houden. Hierna bouwen we een applicatie die ict-studenten kan helpen bij het maken van groene keuzes.
Het initiatief maakt deel uit van het project 'Energietransitie Bewuste&Bekwame Engineers'. Het doel van dit project is om alle techniekstudenten op te leiden tot duurzame engineers."
De Le-Do-Loop- een nieuwe methode om hoogcognitieve leerdoelen te bereiken - ...SURF Events
"De Le-Do-Loop is een nieuw Evidence-Informed onderwijsconcept gebaseerd op het principe ‘Learning by Teaching’ (Lernen durch Lehren). Dit concept heeft als doel om hoge cognitieve leerdoelen te bereiken middels (online) kwalitatief goed onderwijs. De werkdruk van docenten zal verminderen doordat de Le-Do-Loop snel aanpasbaar is wanneer nieuwe kennis en inzichten een plek moeten krijgen in het onderwijs.
Het onderwijsconcept wordt geïmplementeerd in verschillende Bachelor en Mastervakken van Wageningen Universiteit. Momenteel bevinden we ons in de evaluatiefase. Binnen de Le-Do-Loop zullen studenten vaardigheden ontwikkelen om zelfstandig nieuwe kennis eigen te maken door onderwijs voor te bereiden en vervolgens daadwerkelijk het topic te doceren aan anderen. Studenten reflecteren hierbij op hun eigen begrip van het materiaal en koppelen dit aan hun huidige kennis om deze kennis vervolgens door te geven. Afhankelijke van de content kan de Le-Do-Loop kan uit verschillende loops bestaan."
Een open boek ontwikkelen- het proces - Loes van Hove & Martijn Ouwehand (TU/...SURF Events
"In 2021 zijn we met twaalf interfacultaire wiskundedocenten binnen de TU Delft begonnen aan het avontuur om zelf een open boek te schrijven. Werktitel: lineaire algebra voor ingenieurs. In deze sessie nemen we jullie mee in dat proces: wat zijn uitdagingen (geweest), hoe hebben we dit aangepakt en wat hebben we daaruit geleerd?
Een paar zaken die je kunt verwachten:
- Open lesmateriaal ontwikkelen - geschikt platform, mindshift: in hoeverre is een open boek een boek?
- Samenwerken met een grote groep
- Grasple - integratie van interactieve opgaven
Let op: dit is geen lezing. We zullen intensief met elkaar in gesprek gaan."
Betekenisvol leren in de digitalisering van het onderwijs - Michiel de Jong (...SURF Events
"Een essentieel aspect van het bieden van een goede leerervaring, is om studenten het gevoel te geven dat wat zij leren betekenisvol is. Betekenisvol leren is een begrip met meerdere kenmerken van leren, zoals actief en autonoom, constructief, collaboratief, doelgericht en in een authentieke leercontext. De keuzes die een student maakt in het leerproces hebben persoonlijke betekenis en impact. Maar hoe organiseer je dit betekenisvol leren in de context van de digitalisering van het onderwijs met open, online en blended learning?
In deze sessie gaan wij in op mogelijkheden tot het ontwerpen en uitvoeren van een onderwijs framework waarbij de nadruk ligt op het aanbieden van een betekenisvolle leerervaring voor studenten in een open, online en blended setting. Uit het framework blijkt, dat om betekenisvol leren te versterken, het noodzakelijk is dat dit in een open context gebeurt. Hierbij werken docenten en studenten aan en met open leermaterialen en zijn zij verbonden aan elkaar, aan andere kennisexperts en aan het professionele werkveld middels open netwerken. Deze open context van betekenisvol leren staat bekend als Open Pedagogy.
In een World Cafe setting willen we jullie ontmoeten, om in gesprek te gaan en ervaringen uit te wisselen over de volgende vraagstukken:
- Wat voor activiteiten kunnen docenten organiseren om betekenisvol leren in een open context te stimuleren? Dit behandelen wij aan de hand van concrete voorbeelden.
- Hoe verandert de rolverdeling tussen docent en student in dit onderwijsontwerp en hoe kun je deze verandering in goede banen leiden?
- Hoe sluit het framework aan bij de onderwijsontwikkelingen/onderwijsinnovaties die nu in je instelling plaatsvinden en hoe vind je de juiste drivers om mensen te overtuigen dit onderwijs framework te adopteren?"
The impact of technology on society - how to become a responsible designer of...SURF Events
In deze sessie zullen Jo-An en John het hebben over waarom het belangrijk is om na te denken over de impact van technologie op mens en maatschappij (en hoe we die gedachten naar de praktijk kunnen brengen). We bekijken technologie niet alleen vanuit een dystopisch perspectief (wat er mogelijk mis kan gaan) maar ook vanuit een utopisch perspectief (hoe we de samenleving beter kunnen betrekken bij de technologie die we ontwerpen of gebruiken). We bespreken onder andere de Technology Impact Cycle Tool, ontwikkeld door Fontys, die je na de sessie direct kunt gebruiken in je eigen beroepspraktijk. (Deze sessie is in het Engels.)
Uncovering technologies #2- Cloud, Edge & XR - Tim Kok, David Salek, Esther v...SURF Events
"In deze interactieve sessie delen SURF-experts en -adviseurs de laatste technologietrends. Ze laten je zien hoe het onderwijs in de toekomst kan profiteren van de verschillende technologieën. Doe mee en laten we samen verkennen hoe de campus in de toekomst eruit ziet en hoe studenten en docenten er aan de slag gaan.
Trainen met impact in onderwijslogistiek - Iwan Brouns & Lisanne van Brouwers...SURF Events
Hoe zorg jij ervoor dat jouw team iets doet of laat en dit nooit meer vergeet? Flexibilisering en verandering in het onderwijs vragen om nieuwe kennis en kunde bij onderwijslogistieke professionals. De manier om dat te realiseren is impactvolle training. Benieuwd hoe wij dit doen? Samen met een van onze klanten blikken wij terug op een trainingstraject met impact.
From Emergency Remote Teaching to Post Covid Teaching & Learning - Chris Rouw...SURF Events
"In deze interactieve sessie discussiëren we ervaringen van de UT over hoe het gebruik van IT zich kan door ontwikkelen na de pandemie. De covid-19-pandemie heeft ons laten zien dat technologie goed heeft geholpen in 'emergency remote teaching'. In deze sessie bespreken we vraagstukken die spelen op de lange termijn. Gedurende de sessie zullen we na een korte introductie aan de tafels uitwisselen hoe de verschillende instellingen omgaan met onderstaande vragen.
Uitwisseling tussen tafelgenoten:
Welke beleidsmaatregelingen kunnen we nemen om beter te balanceren tussen leerervaringen op de campus en afstand? Hoe kan de campus bijdragen aan het welzijn van studenten?
Hoe nemen we drempels bij docenten (tijd / capaciteit) weg om het onderwijs om te vormen naar blended onderwijs van hoge kwaliteit?
Digitale en open leermaterialen in NL- samenwerking centraal - Lieke Rensink ...SURF Events
Het realiseren van een nationale infrastructuur waarmee docenten en studenten op één plek een optimale mix van (open én gelicenseerde) digitale leermaterialen kunnen samenstellen en gebruiken is het ambitieuze doel waar SURF samen met onderwijsinstellingen binnen het Versnellingsplan aan werkt. Om dit te realiseren en tot een succes te maken hebben we gewerkt aan een integrale aanpak waarbij samenwerking het sleutelwoord was. In deze talk nemen we je mee in de wereld van digitale en open leermaterialen, de rol die samenwerking op verschillende niveaus daarin speelt en wat jij kan doen binnen je eigen instelling.
Kan jij wat. Over de groei en reflectie tool voor de onderwijskundig ict prof...SURF Events
Er zijn steeds meer medewerkers nodig die docenten faciliteren en professionaliseren op het gebied van onderwijsinnovaties met ICT. Deze functie voor onderwijskundig ICT-professionals wordt verschillend vormgegeven op onze onderwijsinstellingen. Uit een onderzoek is gebleken dat er behoefte is aan een instrument waarmee dezemedewerkers, en hun instellingen, hun werk en positie kunnen versterken en zichzelf kunnen professionaliseren. We hebben hiervoor een groei- en reflectietool ontwikkeld die de medewerker inzicht geeft in de beheersing over vijf rollen, wat een dialoog oplevert met collega's over mogelijkheden en wens tot ontwikkeling. Ook geeft de tool inzicht in de beheersing van deze rollen binnen het team. Daarmee is duidelijk te maken waar blinde vlekken zijn in het team. De vijf rollen zijn: veranderaar, coach, adviseur, netwerker, inspirator.
"Het is een uitdaging om goed hybride onderwijs te geven. Hoe zorg je in een hybride setting voor activering van beide groepen deelnemers? En hoe creëer je gelijkheid van beide groepen? Hybride onderwijs is een vorm die blijvend is. Er zijn altijd studenten die vanwege omstandigheden niet fysiek aanwezig kunnen zijn. Dus iets om rekening mee te houden in je onderwijsontwerp.
In deze sessie gaan we in ronde tafelgesprekken met elkaar brainstormen over goede hybride onderwijsvormen. Ter inspiratie zullen ook een aantal verrassende hybride onderwijsvormen gedeeld worden. Doe mee en doe inspiratie op."
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Wanneer is een rooster goed en ruimtegebrek optimaal?
1. Rudy Oude Vrielink
PhD researcher and project manager adaptive timetabling
University of Twente
Feedback as the basis of learning
Timetabling innovation
2. My background
Education
• 1988-2013 Business & IT, Business Management, Organisational Science
• 2014- PhD candidate adaptive timetabling
Work
• 1993-2008 PinkRoccade: service delivery management
• 2008- UTwente: support, research and education (the Big 3)
10-11-2015r.a.oudevrielink@utwente.nl
3. Experiences with
timetabling
• Whoever shouts the loudest gets the better rooms
• First come, first served
• Community building is hot, but needs more rooms
• Community building can increase walking distances
• Tip: You should visit this primary school!
Result:
• Education staff and support staff complain about each other.
Or worse: don’t complain any more.
Ergo: workarounds
10-11-2015r.a.oudevrielink@utwente.nl
5. Problems
Errors, costs and dissatisfaction with timetabling:
10-11-2015r.a.oudevrielink@utwente.nl
• Capacity of rooms: low occupation and utilisation, but still
shortage at peaks
• Timetabling mistakes: too small rooms, too large rooms,
wrong rooms, etc.
• Rooms that are suitable but not optimal
• Workload for teachers
• having to walk all over campus
• racing to do more in less time
• Information gap adjusting education to the timetable, not v.v.
6. Consequences
10-11-2015r.a.oudevrielink@utwente.nl
• Higher costs of rooms
• extra buildings or extra opening hours
• Higher costs of staffing
• teachers busy with timetabling and changes
• (de+)centralised timetabling and problem solving
• Dissatisfaction
• NSE scores down, lower rankings
• employee satisfaction down
• Damage to image of institution
7. Underlying motives
About timetabling and use of space
• No measurement of process information
• No clear performance indicators
• No governance model defined
• Lots of complaining as a company culture.
Where is our ambition?
10-11-2015r.a.oudevrielink@utwente.nl
8. Is this High Tech and
Human Touch in
the educational context?
9. Timetable research
Combined research with Saxion
Futureproof timetable
• Why the low scores in the NSE?
• How to improve?
• What do YOU see as a futureproof timetable?
• with what aspects?
• and what priorities?
• 27.000 students will be interviewed
• 75 questions 10-11-2015r.a.oudevrielink@utwente.nl
10. Students 1. Students have a minimum of 4 contact hours on any day
2. Students have a maximum of 6 contact hours on any day
3. Students have a maximum of 2 free hours in 1 series on any day
4. The timetable of students have a maximum of 11 college hours on any
day. This means 8:15 clock hours, which is the time between start of
the first college and the end of the last college on any day)
5. If a student has a class at the 11th
and 12th
college hour, then that
student has no class at the 1st
and 2nd
college hour the next day
6. At Fridays there are no evening classes
Teachers 1. A teacher has a maximum of 8 contact hours per day
2. If a teacher has a class at the 11th
and 12th
college hour, then that
teacher has no class at the 1st
and 2nd
college hour the next day
Rooms 1. Rooms must have an occupation of at least 70%. Occupation is defined
as follows: occupying a space (room) by the timetabling process during
educational weeks.
Timetable
research:
Compliance
10-11-2015r.a.oudevrielink@utwente.nl
11. Measurement of space utilisation & occupation
Using sensor techniques
Prof. Paul Havinga
Pervasive systems
10-11-2015r.a.oudevrielink@utwente.nl
12. Is it worth it?
• Business cases
developed
10-11-2015r.a.oudevrielink@utwente.nl
13. How does
it work?
• You need to be able to
do things with all the
measurements
• Mathematical model
• Changes in show-up
can lead to moving
to other rooms
15. Fit of rooms for education
• First idea:
• Combined research
with European
Public Administration,
and Educational
Science
• Shifting timetabling
paradigm:
maximize allocation
to teacher!