Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Hoe BI studentbehoud faciliteert op de Open UniversiteitJeroen Liefhebber
De Open Universiteit heeft een op SAS gebaseerde BI architectuur. Recente toevoegingen zijn het Studentdossier en een (e-mail) campaign management systeem. De presentatie legt uit hoe hiermee studentbehoud wordt ondersteund.
Given at New Marketing Labs' "New Marketing Experience" on September 21, 2010. Social media lessons GM has learned during the past two years while maintaining an active social media program through everything the company has experienced.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Hoe BI studentbehoud faciliteert op de Open UniversiteitJeroen Liefhebber
De Open Universiteit heeft een op SAS gebaseerde BI architectuur. Recente toevoegingen zijn het Studentdossier en een (e-mail) campaign management systeem. De presentatie legt uit hoe hiermee studentbehoud wordt ondersteund.
Given at New Marketing Labs' "New Marketing Experience" on September 21, 2010. Social media lessons GM has learned during the past two years while maintaining an active social media program through everything the company has experienced.
A presentation by professional development coordinators at the Arlington Education and Employment Program (REEP), of the Adult Education Office within Arlington Public Schools. It includes needs assessment and unit planning techniques and tools, for instruction guided by the language and life skills objectives of the REEP Adult ESL curriculum (www.reepworld.org).
Unit Outline BUS301 - Integrated Capstone Proj.docxmarilucorr
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
Monday 1pm-3pm. For additional consultation times you should email me and request an appointment.
Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
NR449 Evidence-Based Practice RUA Evidence-Based PractTatianaMajor22
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
3. Key Course Contacts Lisa O’Connor – Programme Leader Virginia Kay – Course Lecturer TBC - Academic Tutor Hannah Crumbleholme - Learning Technologist Paul Hutchinson– Course Administrator ………………
4. Activity 1 Work Shadowing You will be required to arrange 3 work shadowing days with other SENCos on the Award. Term 1 – Similar Setting Term 2 - Comparative Setting Term 3 – Special School Setting Take the next 10 minutes to arrange at least your first work shadowing day with someone in the room. You will be expected to write a reflection for each day.
7. 55 Learning Outcomes (also referred to as Standards) Learning Outcomes /Standards Practice based evidence Assignments Online Tasks PROFESSIONAL CONTEXT 1.1 Statutory and regulatory frameworks and relevant developments at national and local level. x 1.1.1 laws and associated guidance on SEN, including the policies and procedures set out in the SEN Code of Practice; their implications for the school, the SENCO and others; and how to put them into practice x 1.1.2 laws and associated guidance on disability equality, the actions they require in respect of pupils with disabilities; and how they might best be carried out. x 1.1.3 local interpretations of national guidance x 1.1.4 relevant guidance on data protection and confidentiality, health and safety x 1.1.5 the principles and outcomes of Every Child Matters and how the school can help pupils with SEN and/or disabilities to achieve those outcomes, x 1.1.6 the contribution of extended services to improving outcomes for pupils with SEN and/or disabilities x
10. APEL Guidelines Experienced SENCOs will be required to complete APL/APEL application forms and submit evidence in the form of either: Accredited Prior Learning through a Level 7 qualification obtained within the last 5 years, Or Accredited Prior Experiential Learning by submitting the following: C.V. 2 I.E.Ps – 1 ‘high incidence’ (1.2.1/1.2.4) A Provision Map for a child showing multiagency work (1.2.2) Evidence of a Programme of Work (3.1.4) An evaluation of this programme (3.1.5) A list of books/websites/journal articles that you have read with a short reflection (approx 150 words) on how they have impacted on your practice. The evidence you provide for this application can then be photocopied and used against standards 1.2.1., 1.2.2., 1.2.3., 1.2.4., 3.1.4., 3.1.5. in your Portfolio.
11. The Course CPD 4531 CPD 4553 CPD 4554 Online reading and discussions Online reading and discussions Online reading and discussions Training Day (for New Sencos) Training Day (for New Sencos) Training Day (for New Sencos) Presentation (only for New) Presentation (only for New) Presentation (only for New) Written Assignment (1500 for New. 3000 for Experienced) Written Assignment (1500 for New. 3000 for Experienced) Written Assignment (1500 for New. 3000 for Experienced) PORTFOLIO
12. Supporting Roles Academic Tutor Practice Mentor Assignment support and discussion Knowledge of the role of SENCo Blackboard tutoring Knowledge of the SENCo standards Study support or Edge Ahead referral information Advice on portfolio management Guidance on research text Co-marking, marking and moderation of assignments and presentations Reflective capacity Reflective capacity 3 hours a week (times will vary according to tutor) 1 hour per term (from term 2, the mentors may begin to sign off the content of the portfolio)
13.
14. New SENCO Module 1 CPD 4531 Learning and Teaching in Inclusive Classrooms Study Block 1 – Identifying Learner Need The Classroom Part A assessment – Presentation - create a presentation in which you identify, in discussion with another professional, your understanding of the barriers to learning experienced by an individual or group of learners, (15 minute presentation) Study Block 2 – The Policy Agenda Evaluating Interventions Part B assessment – Written Paper – Evaluation of an intervention or interventions (written paper, 1500 words)
15. Experienced SENCO Module 1 CPD 4531 Learning and Teaching in Inclusive Classrooms Study Block 1 – Identifying Learner Need The Classroom Study Block 2 – The Policy Agenda Evaluating Interventions Assessment - Application form completion for Accreditation of Prior (Experiential) Learning (APL/APEL) support notes and form to complete on blackboard in Award Information
16. New SENCO Module 2 CPD 4553 Strengthening SEN Support: Evidence based practice and impact assessment Study Block 1 – What is evidence / understanding data Reflecting upon evidence and date Part A Assessment - Presentation – An analysis of the strengths and limitations of data that is gathered for a learner with Special Education Needs (SEN) in receipt of additional funding (15 minute presentation) Study Block 2 – Pupil/parent voice Evaluating the inclusivity of funded practice Part B Assessment – Written Paper - An analysis of the inclusivity of funded practice (written paper, 1500 words)
17. Experienced SENCO Module 2 CPD 4553 Strengthening SEN Support: Evidence based practice and impact assessment Study Block 1 – What is evidence / understanding data Reflecting upon evidence and date Study Block 2 – Pupil/parent voice Evaluating the inclusivity of funded practice Part A and B Assessment – Written Paper - An analysis of the inclusivity of funded practice (written paper, 3000 words submitted to sencosubmissions@edgehill.ac.uk)
18. New SENCO Module 3 CPD 4554 Consultative and collaborative working practices and strategies Study Block 1 – Three themes encompassed through a collaborative task - Interpersonal skills, teamwork and group dynamics , valuing relevant stakeholders (particularly pupils and parents). Part A Assessment – Presentation - a critical analysis of collaborative practice in your own work context. (15 minute presentation) Study Block 2 - Evaluating professional relationships in terms of their effectiveness in the transfer of good practice . Part B Assessment – Written Paper - Conduct and reflect upon video or audio-taped conversation with a stakeholder. (written paper, 1500 words)
19. Experienced SENCO Module 3 CPD 4554 Consultative and collaborative working practices and strategies Study Block 1 – Three themes encompassed through a collaborative task - Interpersonal skills, teamwork and group dynamics , valuing relevant stakeholders (particularly pupils and parents). Study Block 2 - Evaluating professional relationships in terms of their effectiveness in the transfer of good practice . Part A and B Assessment – Written Paper - Conduct and reflect upon video or audio-taped conversation with a stakeholder. (written paper, 3000 words)
Using the flipchart paper and markers provided, discuss what these headings mean for the members of your group. Share some responses
Using the flipchart paper and markers provided, discuss what these headings mean for the members of your group. Share some responses
Using the flipchart paper and markers provided, discuss what these headings mean for the members of your group. Share some responses Acknowledge that many people may be feeling nervous at the prospect of beginning the course. Reassure them that the course has been built with them in mind – it is all based around their own practice. The Edge Hill team are here to assist in any way that we can.
The TDA published 55 learning outcomes for the role of Senco (often referred to as ‘standards’) The TDA wanted the course to be a collaboration between universities, schools and Local Authorities This course is primarily designed around your own practice. The course content will cover all 55 of the TDA ‘standards’.. This grid is an example of how those standards can be evidenced in your portfolio.
Collaborative – must be delivered in collaboration with L.A.’s / schools Level 7 programme – leads to the attainment of the National Award for SEN Coordination on the completion of 60 Framework for Higher Education Qualification [FHEQ] credit points. Intended as part time course extending over three terms. Completion acceptable within two years of registration. Also – programme handbook – guide through award with all info needed during period of study Sense of overall structure of programme, nature of teaching learning and assessment within its modules, and guidance and support services available to you within Edge Hill Uni. Do please take the time to read through Also – handbook at beg of each module for the Learning Objectives, details of teaching and assessment, and timetables.
Lisa – talk about APEL/APL guidelines
Lisa – talk about APEL/APL guidelines
Demands evidence of research, reading and reflection, and the critical and systematic analysis and evaluation of practice. Assessment activities have been designed to allow choice and flexibility to ensure that individual needs are met and that impact on provision and practice within each participant’s setting is maximised. All assessment will be first-marked by trained LA staff who will attend 1 training event per term and ‘second marked’ by Edge Hill staff. Presentations- co-marked by trained LA staff and Edge Hill staff Papers- 1 st marked – L.A. trained markers and 2 nd marked Edge Hill Portfolios – [pass/fail] first ‘sign-off’ by Trained L.A. or Experienced SENCO Mentor and ratified by EH tutors.
From term 2 onwards mentors will start to ‘sign off’ evidence against the evidence matrix [will see this in the TNA] Blended – online supported by additional face to face for NEW SENCOs based upon TNA responses All participants will have an academic tutor [Edge Hill] and a ‘mentor’ who has expertise in SEN [either L.A. or a.n.other experienced SENCos for NEW SENCos] Experienced SENCos- will use their academic tutor as a mentor for any questions regarding portfolio development, (in the first instance), as it is anticipated that they will need mentoring around achievement of the Masters level aspects of the award rather than the practical mentoring. This may vary from LA to LA depending on their bespoke arrangements (Academic tutor please check)
Accreditation for Prior Certificated (or Experiential – Experienced SENCOs only) Learning [p22, 23 of Blue Handbook]
Accreditation for Prior Certificated (or Experiential – Experienced SENCOs only) Learning [p22, 23 of Blue Handbook]
We acknowledge the fact that many of you are feeling apprehensive about beginning this course. Please be assured that our team is here to help you in any way that we can – whether your worries revolve around the online nature of the course, or producing academic writing after many years away from it. We thought it might be useful to read some reflections of previous students; many of whom sat in their induction feeling the same way you might be feeling now.
Often questions don’t come to mind right away and may surface at a later time. Questions about the course – refer to blue handbook, or email tutor Questions about assignments – assignment queries section of Blackboard Questions about Blackboard – Blackboard queries section of online module
We are now going to log everyone on to Blackboard so that you can all familiarise yourselves with the learning environment.
Match experience and prior learning to the L.O.s of the National Award, to ensure evidence based completion of all aspects of the programme. Self-Assessment tool (today) Development tool (across the year) Online performance analysis Part one- as a group and go through, one by one. Section 2 at a later date, in your own time where evidence notes i.e. it’s in Appendix IEP2 [can cross reference rather than multiple photocopies of the same thing] [a piece of evidence may fulfil 2 or 3 standards] Print off section 2 and put at front of portfolio NB CONFIDENTIALITY
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