Building on the overview of the course redesign provided in our webinar in April entitled "Improving Outcomes and Reducing Costs: The Case for Redesign," Dr. Carolyn Jarmon of the National Center for Academic Transformation described the methods institutions have used to measure the impact of course redesign on student learning and instructional costs.
Providing specific examples from institutions that have used these methods to prove their success, she also shared the tools that these institutions have used to demonstrate increased learning and reduced costs, so that other institutions seeking to validate their success with course redesign are equipped to do so.
This orientation provides an overview of the RPMS-PPST orientation for the 2019-2020 school year. The objectives are to reinforce understanding of RPMS assessment tools and establish trainers for implementation. The agenda covers the context of RPMS, the PPST, the RPMS process and tools, classroom observation protocols and simulations, and a resource package to understand the standards. The orientation aims to support the RPMS cycle and teacher development through competency-based assessment aligned with the PPST.
The document provides guidance on setting goals in eNDeavor, the University's performance management system. It outlines developing goals aligned with the mission of the University, division, and department. Goals should be entered into eNDeavor and the notes function utilized. The document also discusses ensuring goals are specific, measurable, actionable, realistic, and time-bound. Examples of standard and additional goals are provided. The performance cycle of entering initial goals, mid-year comments, and year-end reviews is also summarized.
The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
The document outlines the key elements of designing an effective training program, including preplanning, implementation, and evaluation stages. It discusses important considerations like setting objectives, selecting appropriate training methods, and addressing constraints. Additionally, it identifies various factors that influence the transfer of training, such as practice conditions, individual differences, and motivation of trainees.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the new Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 indicators from the PPST over the course of the RPMS (Results-Based Performance Management System) cycle, with classroom observations as a key means of verifying teacher performance.
Building on the overview of the course redesign provided in our webinar in April entitled "Improving Outcomes and Reducing Costs: The Case for Redesign," Dr. Carolyn Jarmon of the National Center for Academic Transformation described the methods institutions have used to measure the impact of course redesign on student learning and instructional costs.
Providing specific examples from institutions that have used these methods to prove their success, she also shared the tools that these institutions have used to demonstrate increased learning and reduced costs, so that other institutions seeking to validate their success with course redesign are equipped to do so.
This orientation provides an overview of the RPMS-PPST orientation for the 2019-2020 school year. The objectives are to reinforce understanding of RPMS assessment tools and establish trainers for implementation. The agenda covers the context of RPMS, the PPST, the RPMS process and tools, classroom observation protocols and simulations, and a resource package to understand the standards. The orientation aims to support the RPMS cycle and teacher development through competency-based assessment aligned with the PPST.
The document provides guidance on setting goals in eNDeavor, the University's performance management system. It outlines developing goals aligned with the mission of the University, division, and department. Goals should be entered into eNDeavor and the notes function utilized. The document also discusses ensuring goals are specific, measurable, actionable, realistic, and time-bound. Examples of standard and additional goals are provided. The performance cycle of entering initial goals, mid-year comments, and year-end reviews is also summarized.
The document discusses the process of designing training programs. It outlines 8 key steps: [1] Define the purpose and audience; [2] Determine participants' needs; [3] Define goals and objectives; [4] Outline content; [5] Develop activities; [6] Prepare a written design; [7] Create evaluation forms; [8] Plan follow-up. The design process involves analyzing needs, designing content and structure, developing materials, implementing the program, and evaluating effectiveness. The overall goal is to create effective training that meets learners' needs and achieves the objectives.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
The document outlines the key elements of designing an effective training program, including preplanning, implementation, and evaluation stages. It discusses important considerations like setting objectives, selecting appropriate training methods, and addressing constraints. Additionally, it identifies various factors that influence the transfer of training, such as practice conditions, individual differences, and motivation of trainees.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the new Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 indicators from the PPST over the course of the RPMS (Results-Based Performance Management System) cycle, with classroom observations as a key means of verifying teacher performance.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Evaluating the In-service teacher training process in UttarakhandBamrara Atul, PhD
This document discusses evaluating in-service teacher training programs in Uttarakhand, India. It aims to explore the relationship between trainer qualifications/experience and the design and development of training programs. The research methodology involves collecting primary data from 100 school teachers via questionnaire and analyzing relationships using chi-square and correlation tests. The results found a significant relationship between trainer qualifications/experience and how training programs are developed, with more qualified/experienced trainers developing programs in a more thorough manner based on research. Recommendations include following instructional design models and involving online resources and experts when developing programs.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document summarizes a school district's 2009-2014 strategic plan at the mid-point of implementation. It outlines strategic goal areas such as curriculum, student achievement, closing the achievement gap, and meeting holistic student needs. For each goal, it provides updates on initiatives undertaken to address the goals, such as new curriculum programs, counseling services, technology resources, and solar panel installations. The document concludes by noting plans for the remainder of implementing the strategic plan.
The document describes the job responsibilities of a Director of Studies position at EF Education First, including overseeing academic operations, teacher development and evaluations, scheduling classes, managing administrative tasks, developing new course materials, and ensuring high quality instruction. Key qualifications for the role include a TEFL certification, university degree, management experience, strong communication skills, and the ability to work well under pressure. The Director of Studies reports to the Academic Operations Manager and works closely with other departments to coordinate academic programs.
This presentation discusses the implementation of training programs. It covers logistical and physical arrangements like preparing the training site, notifying participants, and ensuring equipment is ready. It also discusses dry runs and pilot training to refine training materials and get participant feedback. The presentation also covers considerations for on-site versus off-site training, room layouts, and policies to define an organization's commitment to training.
01 BHROD PPST-RPMS Preliminary for Orientation sy 2019-2020edmond84
This orientation provides an overview of the RPMS-PPST orientation for the 2019-2020 school year. The objectives are to reinforce understanding of the assessment tools and establish trainers. The agenda includes discussing the context of RPMS, the PPST, the RPMS process, tools, classroom observation protocols and simulations. The goal is to support the implementation of the PPST-based RPMS for teacher development and quality education.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
The document outlines a 7 step training design process that includes: 1) assessing needs through interviews and assessments, 2) determining readiness for courses in self development, strategy, and business skills, 3) creating a learning environment to practice skills, 4) transferring training through simulations with manager support, 5) developing an evaluation plan to measure reaction, knowledge, behavior, and results, 6) selecting on-the-job training methods like coaching and mentoring, and 7) monitoring the program through reports on issues, KPIs, and a national training program.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)Ghazally Spahat
The excessive pace of technology change and increasing complexity at the workplace require that employees continuously learn new job skills. In today’s learning organizations, work and learning are integrated.
The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.
The document describes a training system driven by industry-defined competency standards. The training is based on a modular curriculum developed from these standards. Learning is self-paced and individualized, with trainees entering and exiting the program upon demonstrating competency achievement. Trainees work through learning modules, practice skills, and receive assessments until all competencies are satisfactorily completed.
T&L Show and Tell - Bob Hodson: Using T&Q for JiT teachingMathieu Plourde
The document describes Robert Hodson's Just-in-Time Teaching (JiTT) cycle for introductory biology courses. The JiTT cycle involves 6 steps: 1) students access course material, 2) students select discussion questions, 3) students submit questions, 4) questions are retrieved and classified, 5) supporting material is prepared, and 6) peer instruction occurs in class. Hodson uses an online platform to manage the submission and sorting of student-generated discussion questions to scaffold learning over the academic year from a reductionist to a more synthesis-based approach.
This document discusses facilitating student collaboration. It provides definitions of collaboration, examples of collaborative tasks and projects for students, and recommendations for fostering good collaborative behaviors. It also demonstrates how the wiki, groups, resources, forums, chat, and blog tools in Sakai can be used to enable student collaboration. The document aims to encourage instructors to incorporate more collaborative activities and discussions into their courses.
This document outlines a presentation on using social media and web 2.0 technologies for fashion. It discusses defining social media, managing incoming information through tools like Google Reader and RSS feeds, storing and retrieving information using bookmarking and note-taking apps, choosing appropriate social media channels, and using location-based technologies. The presentation aims to help users understand how to build their personal brand and online presence through an engaged social media strategy.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
Evaluating the In-service teacher training process in UttarakhandBamrara Atul, PhD
This document discusses evaluating in-service teacher training programs in Uttarakhand, India. It aims to explore the relationship between trainer qualifications/experience and the design and development of training programs. The research methodology involves collecting primary data from 100 school teachers via questionnaire and analyzing relationships using chi-square and correlation tests. The results found a significant relationship between trainer qualifications/experience and how training programs are developed, with more qualified/experienced trainers developing programs in a more thorough manner based on research. Recommendations include following instructional design models and involving online resources and experts when developing programs.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document summarizes a school district's 2009-2014 strategic plan at the mid-point of implementation. It outlines strategic goal areas such as curriculum, student achievement, closing the achievement gap, and meeting holistic student needs. For each goal, it provides updates on initiatives undertaken to address the goals, such as new curriculum programs, counseling services, technology resources, and solar panel installations. The document concludes by noting plans for the remainder of implementing the strategic plan.
The document describes the job responsibilities of a Director of Studies position at EF Education First, including overseeing academic operations, teacher development and evaluations, scheduling classes, managing administrative tasks, developing new course materials, and ensuring high quality instruction. Key qualifications for the role include a TEFL certification, university degree, management experience, strong communication skills, and the ability to work well under pressure. The Director of Studies reports to the Academic Operations Manager and works closely with other departments to coordinate academic programs.
This presentation discusses the implementation of training programs. It covers logistical and physical arrangements like preparing the training site, notifying participants, and ensuring equipment is ready. It also discusses dry runs and pilot training to refine training materials and get participant feedback. The presentation also covers considerations for on-site versus off-site training, room layouts, and policies to define an organization's commitment to training.
01 BHROD PPST-RPMS Preliminary for Orientation sy 2019-2020edmond84
This orientation provides an overview of the RPMS-PPST orientation for the 2019-2020 school year. The objectives are to reinforce understanding of the assessment tools and establish trainers. The agenda includes discussing the context of RPMS, the PPST, the RPMS process, tools, classroom observation protocols and simulations. The goal is to support the implementation of the PPST-based RPMS for teacher development and quality education.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
The document outlines a 7 step training design process that includes: 1) assessing needs through interviews and assessments, 2) determining readiness for courses in self development, strategy, and business skills, 3) creating a learning environment to practice skills, 4) transferring training through simulations with manager support, 5) developing an evaluation plan to measure reaction, knowledge, behavior, and results, 6) selecting on-the-job training methods like coaching and mentoring, and 7) monitoring the program through reports on issues, KPIs, and a national training program.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)Ghazally Spahat
The excessive pace of technology change and increasing complexity at the workplace require that employees continuously learn new job skills. In today’s learning organizations, work and learning are integrated.
The document provides guidance on designing learning programs for vocational education qualifications. It discusses key considerations like mapping the program to national training package standards, analyzing units of competency, identifying learning resources and assessment methods, and structuring the program. The learning program should outline content, delivery approach, assessment requirements, and be tailored to learner needs and characteristics. An effective program is reviewed and evaluated for continuous improvement.
The document describes a training system driven by industry-defined competency standards. The training is based on a modular curriculum developed from these standards. Learning is self-paced and individualized, with trainees entering and exiting the program upon demonstrating competency achievement. Trainees work through learning modules, practice skills, and receive assessments until all competencies are satisfactorily completed.
T&L Show and Tell - Bob Hodson: Using T&Q for JiT teachingMathieu Plourde
The document describes Robert Hodson's Just-in-Time Teaching (JiTT) cycle for introductory biology courses. The JiTT cycle involves 6 steps: 1) students access course material, 2) students select discussion questions, 3) students submit questions, 4) questions are retrieved and classified, 5) supporting material is prepared, and 6) peer instruction occurs in class. Hodson uses an online platform to manage the submission and sorting of student-generated discussion questions to scaffold learning over the academic year from a reductionist to a more synthesis-based approach.
This document discusses facilitating student collaboration. It provides definitions of collaboration, examples of collaborative tasks and projects for students, and recommendations for fostering good collaborative behaviors. It also demonstrates how the wiki, groups, resources, forums, chat, and blog tools in Sakai can be used to enable student collaboration. The document aims to encourage instructors to incorporate more collaborative activities and discussions into their courses.
This document outlines a presentation on using social media and web 2.0 technologies for fashion. It discusses defining social media, managing incoming information through tools like Google Reader and RSS feeds, storing and retrieving information using bookmarking and note-taking apps, choosing appropriate social media channels, and using location-based technologies. The presentation aims to help users understand how to build their personal brand and online presence through an engaged social media strategy.
The document summarizes updates from the LTC including:
- A three-legged stool approach to e-portfolios that involves learning, assessment, and technology units. 12 projects were awarded grants to pilot e-portfolios.
- i>clicker will be rolled out campus-wide in the fall semester as the new classroom response system. It allows for ease of use, integration with Sakai, and support for web-enabled devices.
- The LTC continues searching for the best web conferencing solution to replace Dimdim. Options like Wimba, Elluminate, and free tools are being considered.
- A new mobile portal launched at m.udel.edu to improve the mobile experience for
4-15-2010 Intro to Social Media and Web 2.0 Tools Through Faculty PracticesMathieu Plourde
This document summarizes a presentation about introducing social media and Web 2.0 tools for faculty practices. The presentation includes an overview of social presence using tools like Slideshare, Ustream and Twitter. It discusses key concepts of social media related to notification, openness and discovery. Examples of faculty practices using these tools are provided. Potential blockers to adoption like time, ownership and fragmentation are also outlined. The presentation concludes by encouraging faculty to start small and seek help from support services.
Embedding slideshare in the Jasig Sakai conference wikiMathieu Plourde
This document contains instructions for uploading a presentation from the 2012 Jasig Sakai Conference to SlideShare. It explains how to create a SlideShare account, upload the presentation file as a PDF, include relevant tags, and copy the embed code to include the presentation on a wiki or blog page. The document was presented by Mathieu Plourde and contains his contact information.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
This document provides information for an upcoming webinar on assessments and rubrics for curriculum development. It includes the goals and agenda for the webinar, which are to define assessment terminology, propose assessments for different outcomes and levels, and access and use a materials design rubric for goals and assessments. It also discusses linking goals and assessments, examples of learning outcomes, formative and summative assessments, and designing rubrics. Participants are given follow-up tasks to complete before an in-person workshop on February 9.
This document outlines key aspects of outcome-based education (OBE) and the accreditation process for engineering programs. It discusses OBE principles like focusing on what students learn rather than what is taught. The document also describes international accords for engineers, technologists, and technicians. It provides details on curriculum review, teaching methods, assessment tools, and continuous quality improvement in OBE. Finally, it lists the documentation required for accreditation visits, including program outcomes, course files, facilities, and actions taken on previous deficiencies.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
The document discusses the University of Reading's process for rolling over courses from one academic year to the next in their learning management system, Blackboard. It describes how the university surveyed staff about the existing rollover process, identified areas for improvement, and tested changes like allowing staff to opt out of certain parts of rollover. The updated process received positive feedback from most staff and helped the university better understand users' needs.
The document discusses incorporating a residential curriculum approach into student staff training at Cal Poly, San Luis Obispo. It outlines how the university developed learning outcomes based on its mission and used strategies like lesson plans and structured interactions to guide student staff. A key strategy was a "Camp Residence Hall" training where student staff experienced curriculum-based programming and role modeling. Assessment found the residential curriculum approach improved learning and satisfaction for student staff training. The presenters encourage other institutions to assess current training and consider best practices for curricular-based changes.
The A.D.D.I.E. of Developing a Strategic Training RoadmapHenry John Nueva
Whatever size business you run, it is important to remember that learning is an ongoing experience. This applies as much to the upper management of the business as the employees.
It follows that training should also be a part of the company’s day to day business activities. Of course, employees who are motivated and keen to see the business succeed will often take new ideas that they come across during the course of their work, and will sometimes be in a position to make suggestions for improvement that can benefit the company’s bottom line. Check this out !
The document discusses key aspects of designing an effective training and development program. It emphasizes the importance of defining clear objectives that specify what is to be accomplished by the training. Other important considerations include deciding whether to use an internal or external trainer, selecting appropriate training methods based on the goals and audience, and developing lesson plans and materials. Effective trainers require both subject matter expertise as well as interpersonal skills. Sequencing and scheduling models like topical vs. spiral sequencing and Gagne and Briggs theory provide guidance on organizing training content and activities. The output of the training design process should include identifying factors to facilitate learning transfer and evaluating training objectives.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURYssuserb4e9ee
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
The SEGUE project at UMUC aimed to redesign the curriculum to provide more consistent learning experiences for students and a seamless pathway for completing programs worldwide. It involved aligning courses and programs using Program Outcome Groups (POGs) and Course Outcome Groups (COGs) to maximize student success. This large collaborative effort across departments required communicating changes, addressing scale and standardization issues. Lessons learned included benefits of sharing resources and embedding skills across courses. It impacted instructional services, course development processes and templates, and faculty training. Keys to successful management included planning, resource allocation, flexibility and measuring success.
The self-assessment report summarizes Indus University's presentation on the concept and procedure of self-assessment reports to Lasbela University. It discusses the importance of quality assurance in higher education and outlines the objectives and components of conducting a self-assessment, including analyzing program missions and outcomes, curriculum, facilities, and other criteria. The presentation provides examples of how to measure objectives and outcomes both qualitatively and quantitatively and identify areas for improvement in order to enhance student learning and meet international standards.
This document discusses outcome-based education (OBE) and innovative teaching techniques. It begins by contrasting traditional, content-focused education with OBE, which prioritizes the outcomes students achieve. The document then outlines the steps for implementing OBE, emphasizing planning effective teaching strategies aligned to course outcomes. Finally, it explores several innovative teaching methods like problem-based learning, flipped classrooms, role plays, and gamification that can help engage students and improve learning outcomes.
The Rutgers University Graduate School of Education underwent a process to reform its 11 separate EdD programs into a single interdisciplinary program with 4 concentrations. This involved gathering input, designing the new structure and curriculum, implementing changes, and continuing efforts to improve and institutionalize the new program. There was resistance during this multi-year process due to concerns about needed changes, centralization of programs, and defining requirements. Data was used to make the case for reforms and build consensus, and communicating accomplishments helped gain further faculty buy-in for the consolidated EdD program.
The document appears to be a slide presentation given by Mathieu Plourde on getting ahead with technology. It discusses using technology in the classroom, building digital resilience through tools like Google Drive, Evernote, and Diigo for organizing information. It also covers maintaining a positive digital footprint by scrubbing social media accounts and setting privacy settings. The presentation encourages students to develop 21st century literacies like evaluating online information critically.
From social media presence to public engagement - DelPHI 2016Mathieu Plourde
This document contains a presentation by Mathieu Plourde about using social media for professional purposes. It discusses establishing an online presence through platforms like Google, managing digital footprints, finding relevant online communities, and engaging with others through sharing work and expertise. The presentation provides tips on setting boundaries between personal and professional social media use and emphasizes curating an online identity that evolves over time.
Slides used for a 5 minute presentation at the 2016 University of Delaware Summer Faculty Institute, June 2, 2016. Showcasing features in Instructure Canvas.
Intro to PBL and what makes an effective problem #openeducationwkMathieu Plourde
Slides used by Mark Serva during the Open Education Week webinar called "An Open Repository for Problem-Based Learning" on March 10, 2016. Recording available on Youtube https://youtu.be/RrWdt2a1fAM
PBL@UD: http://www.udel.edu/inst
This document discusses openness in education. It begins by defining open and free in the context of education. It then provides a brief history of open education models including open source software, Wikipedia, and MOOCs. Key benefits of open education mentioned include reducing costs of textbooks and increasing access to education. The document also discusses barriers to open education such as perceptions of quality and startup costs and time. It concludes by emphasizing the importance of open educational practices and leaving one's teaching footprint for others.
The document is a presentation by Mathieu Plourde about using technology effectively. It discusses digital literacy skills like using Google Drive for collaboration and data security, managing one's digital footprint by scrubbing social media, and assessing the validity of online information. The presentation encourages students to make use of available technologies but also addresses appropriate classroom etiquette and building resilience against technology-related problems.
The document discusses personal branding and social media usage. It addresses creating consistent personal profiles across social media platforms, Google searching yourself, curating your online presence to be employable, and creating a personal landing page. The document also discusses choosing appropriate social media channels, building personal learning networks, and developing digital resilience.
This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
The document contains slides from a presentation by Mathieu Plourde on the topics of technology use, digital footprint, classroom etiquette, and data security. It discusses good and bad uses of technology in the classroom, using Google Drive and other tools to collaborate and store documents in the cloud, and managing one's digital footprint on social media through practices like scrubbing posts and setting privacy settings. The presentation provides advice and resources for effectively using technology for teaching and personal branding.
Digital Citizenship, Activism, and Social Media #UDWFLMathieu Plourde
The document provides an overview of Mathieu Plourde's credentials and contact information. It then outlines an agenda for a session on digital citizenship, referencing various online resources and encouraging the use of hashtags. Data and quotes are presented on topics like internet usage, mobile devices, social media, and the importance of curating online information. Concerns around online activism and government surveillance are also addressed.
The document discusses personal branding and social media usage. It provides tips on using social media for professional purposes, including creating a consistent personal brand, curating an online professional profile and presence, and managing incoming information by filtering notifications and storing relevant resources. The document emphasizes building a personal learning network to stay informed on topics of interest and remain resilient to information overload in an online environment.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. TODAY’S DISCUSSION
Getting Started
Principles of Course Redesign
Readiness Criteria
3. A STREAMLINED REDESIGN
METHODOLOGY
“A Menu of Redesign Options”
• Five Models for Course
Redesign
• Five Principles of Successful
Course Redesign
• Cost Reduction Strategies
• Course Planning Tool
• Course Structure Form
• Five Models for Assessing
Student Learning
• Five Critical Implementation
Issues
• Planning Checklist
4. QUESTIONS TO CONSIDER
• What are the obstacles to starting a large-
scale course redesign in your department?
• What issues do you need to consider?
• What evidence would you need to overcome
the obstacles?
• What information do you need to gather?
Where might it come from?
• What process, if any, might help overcome
the obstacles?
5. WHAT IS THE MOST IMPORTANT
THING THAT WE HAVE LEARNED
ABOUT QUALITY AND COST?
The factors that lead to
increased student
learning and
increased student
retention are the
same as those that
lead to reduced
instructional costs!
6. FIVE PRINCIPLES OF
SUCCESSFUL COURSE REDESIGN
#1: Redesign the whole course
– Quality: Eliminate “course drift”;
greater course coherence and quality
control
– Cost: Eliminate duplicate effort;
create opportunities for alternate
staffing
7. FIVE PRINCIPLES OF
SUCCESSFUL COURSE REDESIGN
#2: Encourage active learning
– Quality: “Learning is not a
spectator sport.”
– Cost: Reduce faculty preparation
and presentation time; reduce
grading time
(e.g., interactive software, peer
learning teams)
8. FIVE PRINCIPLES OF
SUCCESSFUL COURSE REDESIGN
#3: Provide students with individualized
assistance
– Quality: Students get help when they
are “stuck” and stay on task rather
than giving up: software tutorials, F2F
in labs or help rooms, “beep a tutor,”
SMARTHINKING
– Cost: Apply the right level of human
intervention: peer tutors, course
assistants
9. FIVE PRINCIPLES OF
SUCCESSFUL COURSE REDESIGN
#4: Build in ongoing assessment and
prompt (automated) feedback
– Quality: Enables practice, diagnostic
feedback, focused time on task
– Cost: Good pedagogy with large
numbers of students; individual and
group assessment; faculty spend time
on what students don’t understand
10. FIVE PRINCIPLES OF
SUCCESSFUL COURSE REDESIGN
#5: Ensure sufficient time on task and
monitor student progress
– Quality: Self-pacing vs. milestones for
completion; points for engagement
– Cost: Course management systems
can reduce costs while increasing
oversight
11. READINESS CRITERIA
• What does it mean to be “ready”
to do a major course redesign?
• Is your institution ready?
• Which courses are “ready”—i.e., are
good candidates for a
comprehensive redesign?
12. READINESS CRITERION #1
Course Choice
• What impact would
redesigning the
course have on the
curriculum, on
students and on the
institution—i.e.,
why do you want to
redesign this
course?
13. FACTORS TO CONSIDER WHEN
THINKING ABOUT HIGH IMPACT
• High drop-failure-withdrawal rates
• Student performance in subsequent courses
• Students on waiting lists
• Student complaints
• Other departmental complaints
• Lack of consistency in multiple sections
• Difficulty finding qualified adjuncts
14. READINESS CRITERION #2
Redesign Model
• Which redesign model do you
think would be most appropriate
for your redesign? Why?
• What aspects fit your particular
discipline and your particular
students?
15. READINESS CRITERION #3
Assessment Plan
• Which assessment
model do you think
would be most
appropriate for
your redesign?
Why?
16. ASSESSMENT GOAL
To establish the
degree to which
improved
learning has been
achieved as a
result of the
course redesign.
18. ESTABLISH THE METHOD
OF OBTAINING DATA
• Baseline “Before”
(traditional) and
“After” (redesign)
• Parallel Sections –
Compare traditional
sections and
redesigned sections
19. CHOOSE THE MEASUREMENT
METHOD: FIVE MODELS
A. Comparisons of Final Exams
B. Comparisons of Common Content
Items Selected from Exams
C. Comparisons of Pre- and Post- Tests
D. Comparisons of Student Work using
Common Rubrics
E. Comparisons of Course Grades using
Common Criteria
20. READINESS CRITERION #4
Cost Savings Plan
• Which cost
savings strategy
do you think would
be most
appropriate for
your redesign?
Why?
21. COST SAVINGS GOAL
Create cost savings
that can be used to
sustain ongoing
redesign, to fund
future operations and
to free up resources
for program and/or
institutional priorities.
22. WHAT’S YOUR ENROLLMENT
SITUATION?
• Is your enrollment
growing or
projected to grow?
• Is your enrollment
stable or
declining?
23. ACCOMMODATE
ENROLLMENT GROWTH
• Increase the number of sections.
• Increase the section size.
• Change the mix of personnel
teaching the course.
Mix and match for greater savings!
24. U OF TENNESSEE
Spanish
Traditional Redesign
• 57 sections (~27) • 38 sections (~54)
• Adjuncts + 6 TAs • Instructor-TA pairs
• 100% in class • 50% in class, 50% online
• $167,074 • $56,838 ($1496/section)
($2931/section) • 2052 students @ $28
• 1529 students @ $109
25. STABLE COURSE ENROLLMENT
• Reduce the number of sections and
increase the section size. (Reduce the
number teaching the course.)
• Reduce the number of graduate
teaching assistants (Only 9 of 30
projects!)
• Change the mix of personnel teaching
the course (Adjuncts, undergraduate
learning assistants.)
Mix and match for greater savings!
26. THE MATH EMPORIUM
at Virginia Tech
Traditional Redesign
• 38 sections (~40) • 1 section (~1520)
• 10 tenured faculty, 13 • 1 instructor, grad &
instructors, 15 GTAs undergrad TAs + 2 tech
• 2 hours per week support staff
• $91 cost-per-student • 24*7 in open lab
• $21 cost-per-student
27. READINESS CRITERION #5
Learning Materials
• Are the faculty able
and willing to
incorporate existing
curricular materials
in order to focus
work on redesign
issues rather than
materials creation?
28. READINESS CRITERION #6
Active Learning
• Do the faculty
members have an
understanding of
and some
experience with
integrating elements
of computer-based
instruction into
existing courses?
29. READINESS CRITERION #7
Collective Commitment
• Describe the
members of your
team, the skills they
bring to the project
and what their roles
will be in both the
planning and
implementation
phases of the project.