Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
1. Open education is gaining mainstream popularity with large investments in MOOCs like edX and Coursera. European universities are also exploring open education models.
2. TU Delft aims to have a distance and online education program operational within 4 years based on their OpenCourseWare content. They have selected 3 pilot programs in engineering fields.
3. TU Delft views open education as an opportunity to improve learning through more flexible and modular content while also limiting costs. Their goal is to transition more fully from their residential program to incorporating open education.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
1. Open education is gaining mainstream popularity with large investments in MOOCs like edX and Coursera. European universities are also exploring open education models.
2. TU Delft aims to have a distance and online education program operational within 4 years based on their OpenCourseWare content. They have selected 3 pilot programs in engineering fields.
3. TU Delft views open education as an opportunity to improve learning through more flexible and modular content while also limiting costs. Their goal is to transition more fully from their residential program to incorporating open education.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
1. OpenCourseWare (OCW) provides free access to educational course materials from universities around the world. OCW aims to share knowledge openly but does not grant degrees or involve direct student-teacher interaction.
2. There are different OCW models, including content-focused models by single or multiple institutions, and community-focused models where learners collaboratively create courses.
3. Institutions should choose an OCW platform and publishing process that fits their goals and infrastructure. Interoperability standards help aggregate OCW courses across different systems.
I-HE2020 Making Blended Education Work [MOOC]EADTU
This document provides information about an online course called "Innovating Higher Education" that will take place from November 16th. The 5-week course will provide a reference model for developing and implementing blended learning at higher education institutions. It aims to help policy makers, institutional leaders, learning technologists, and practitioners embrace blended learning and provide professional development. The course will cover topics like defining blended learning, examining the benefits and challenges, exploring maturity guidelines, and sharing case studies.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
The document discusses the DeL peer-mentoring scheme for 2021-2022. It provides background on the history of digital learning at the university from 2007-2021. It then outlines the goals of the Digitally Enhanced Learning (DeL) program which are to improve student experiences, engagement, and learning through the use of new technologies. Finally, it describes how DeL will be implemented during the Fall 2021 semester through the use of Professional Learning Communities where faculty will meet monthly to discuss lessons learned and best practices for incorporating digital learning tools.
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
The presentation outlines TU Delft's strategic plan for open science and open education. It discusses establishing an open science program with projects on open access, an open publishing platform, FAIR data and software, and cross-cutting themes. The goals for open education are to be a frontrunner, gain recognition for teachers, innovate education, keep it accessible and affordable, and contribute to sustainable development goals. Next steps include hiring dedicated staff to implement the strategic plan.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Design patterns can help support others in making successful design decisions for online teaching by drawing inspiration from previous successful designs and making that knowledge reusable. The document discusses how design patterns make tacit design knowledge visible, shareable, and reusable. It provides an example environmental familiarization activity pattern and discusses how design pattern workshops that incorporate narrative cases, design challenges, and prototypes can help facilitate the capture and reuse of expert design knowledge at scale. In summary, design patterns can transfer representations of practice that are appropriate for the user, present essential elements, encourage creative use, and add the voice of expert designers.
The document discusses requirements for providing special needs education. It states that special needs learners have educational needs that cannot be met through regular instruction and require reasonable accommodations. Top management must ensure resources and training to support accessibility and accommodations for special needs learners. Educators must receive specialized training to meet the needs of learners with different requirements through techniques like differentiated instruction, scaffolding, and access to specialists. Schools should also show flexibility in instructional approaches and assessments, employ individualized measures, and balance learner needs with curriculum and environment requirements to facilitate optimal learning for all.
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
The general aim of this work has been to define some guidelines and recommendations for implementation of OCW by institution in a context of student mobility. The approach taken is to determine a set of controls as part of a quality model for the implementation of OCW in virtual mobility. Therefore, this quality model would take into account some acknowledged quality aspects in eLearning, production and reuse of OERs, and at the end, the implementation of mobility programs.
The present work is an output of the project ´´Open Course Ware in the European HE context´ European project founded by the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European OCW framework and as consequence a decline of obstacles to collaboration between European institutes, and therefore an increase in real student mobility.
Experiences with EMBED by Wiebe Dijkstra from TU Delft during the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
1. OpenCourseWare (OCW) provides free access to educational course materials from universities around the world. OCW aims to share knowledge openly but does not grant degrees or involve direct student-teacher interaction.
2. There are different OCW models, including content-focused models by single or multiple institutions, and community-focused models where learners collaboratively create courses.
3. Institutions should choose an OCW platform and publishing process that fits their goals and infrastructure. Interoperability standards help aggregate OCW courses across different systems.
I-HE2020 Making Blended Education Work [MOOC]EADTU
This document provides information about an online course called "Innovating Higher Education" that will take place from November 16th. The 5-week course will provide a reference model for developing and implementing blended learning at higher education institutions. It aims to help policy makers, institutional leaders, learning technologists, and practitioners embrace blended learning and provide professional development. The course will cover topics like defining blended learning, examining the benefits and challenges, exploring maturity guidelines, and sharing case studies.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
The document discusses the DeL peer-mentoring scheme for 2021-2022. It provides background on the history of digital learning at the university from 2007-2021. It then outlines the goals of the Digitally Enhanced Learning (DeL) program which are to improve student experiences, engagement, and learning through the use of new technologies. Finally, it describes how DeL will be implemented during the Fall 2021 semester through the use of Professional Learning Communities where faculty will meet monthly to discuss lessons learned and best practices for incorporating digital learning tools.
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
The presentation outlines TU Delft's strategic plan for open science and open education. It discusses establishing an open science program with projects on open access, an open publishing platform, FAIR data and software, and cross-cutting themes. The goals for open education are to be a frontrunner, gain recognition for teachers, innovate education, keep it accessible and affordable, and contribute to sustainable development goals. Next steps include hiring dedicated staff to implement the strategic plan.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Design patterns can help support others in making successful design decisions for online teaching by drawing inspiration from previous successful designs and making that knowledge reusable. The document discusses how design patterns make tacit design knowledge visible, shareable, and reusable. It provides an example environmental familiarization activity pattern and discusses how design pattern workshops that incorporate narrative cases, design challenges, and prototypes can help facilitate the capture and reuse of expert design knowledge at scale. In summary, design patterns can transfer representations of practice that are appropriate for the user, present essential elements, encourage creative use, and add the voice of expert designers.
The document discusses requirements for providing special needs education. It states that special needs learners have educational needs that cannot be met through regular instruction and require reasonable accommodations. Top management must ensure resources and training to support accessibility and accommodations for special needs learners. Educators must receive specialized training to meet the needs of learners with different requirements through techniques like differentiated instruction, scaffolding, and access to specialists. Schools should also show flexibility in instructional approaches and assessments, employ individualized measures, and balance learner needs with curriculum and environment requirements to facilitate optimal learning for all.
[EADTU-ENQA PLA] Blended learning courses in higher education: state of playEADTU
Blended learning courses in higher education are common but implementation varies. The document discusses:
1) Concepts of blended learning combining online and in-person learning.
2) Most institutions offer some blended courses but less than 20% of courses on average.
3) Blended learning could provide more effective pedagogy, convenience, and lower costs if online and in-person components are well integrated.
4) Challenges include balancing innovation/production, adapting to learner roles/digital divides. Effective design is key to progress blended learning.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.
The general aim of this work has been to define some guidelines and recommendations for implementation of OCW by institution in a context of student mobility. The approach taken is to determine a set of controls as part of a quality model for the implementation of OCW in virtual mobility. Therefore, this quality model would take into account some acknowledged quality aspects in eLearning, production and reuse of OERs, and at the end, the implementation of mobility programs.
The present work is an output of the project ´´Open Course Ware in the European HE context´ European project founded by the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European OCW framework and as consequence a decline of obstacles to collaboration between European institutes, and therefore an increase in real student mobility.
Experiences with EMBED by Wiebe Dijkstra from TU Delft during the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
This document presents a European maturity model for blended learning. It defines key terms related to blended learning such as blended learning, blended teaching, and blended education. It describes blended learning at the micro (course/program), meso (institute), and macro (government/society) levels. The conceptual framework includes dimensions for evaluating blended learning courses, such as course design process, flexibility, and interaction. The goal is to help institutions and educators improve blended learning practices through a structured approach.
The european maturity model for blended learning by wiebe dijkstraEADTU
1) The document discusses the development of a European maturity model for blended education. It aims to provide a reference model for developing and implementing blended learning at the course, program, and institutional levels.
2) The maturity model will assess blended learning in terms of course design, organizational support, leadership, policies, and strategies to promote continuous innovation.
3) An international partnership of universities will collaborate on conceptualizing the model, designing monitoring instruments, and assessing institutional blended learning maturity.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
The document discusses validation of School-Based Management (SBM) practices using the Calibrated SBM-QMS Assessment Process and Tool (APAT). It outlines objectives to discuss validation ethics, mechanisms and processes for Documentary Analysis, Observation and Discussion (DOD). It also discusses utilizing the assessment tool for regional validation and empowering schools through leadership, adaptability, goal-oriented practices and excellence. Key points include SBM principles, creating SBM teams, using data to drive SBM, the roles and authority of school heads, relevant DepEd orders and laws, and integrating quality management systems into SBM.
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
This document outlines standards for distance education and learning (DEAL) courses. It discusses standards in several areas, including that presenters and sponsoring organizations should be credible sources of information and disclose conflicts of interest. Course overviews should provide information on content, structure, objectives and requirements. Competencies and objectives should be clearly communicated and aligned with learners' needs. Instruction should be accurate, up-to-date and support achieving objectives through interactive activities. Assessments should measure achieving objectives and collect learner feedback. The user experience should have a consistent design and easy navigation, while technologies should support content and engagement. Courses should accommodate diverse learners and accessibility needs.
This document provides an introduction and overview of Montgomery College's annual progress report on its cultural diversity programs as required by law. It summarizes the college's diversity plan, which was approved in 2013 and aims to achieve diversity and inclusion through 22 strategies and 96 action measures over seven years. The document outlines the plan's implementation process and provides examples of accomplishments within the plan's thematic areas of educational excellence, community engagement, access and student success, economic development, and assessment. It describes efforts to increase diversity among students, staff, and faculty as well as create cultural awareness on campus.
The document outlines a design for a School of Pedagogy that focuses on research-based teaching practices. It includes developing programs around foundations, instructional methods, standards-based learning, differentiation, teacher dispositions, response to intervention, effectiveness, clinical experiences, mentoring, and induction programs. The design also involves assessing needs, designing curriculum around identified understandings and skills, implementing professional development, and collecting data to evaluate effectiveness and improve programs.
IX564 Team-C Unit-5 (Policies and Procedures) Case Study Wikisidlerg
Team C University aims to provide student-centered online and blended education to help students with employment, career advancement, and professional development. To achieve this, it will commit to effective teaching, hire qualified faculty, promote active learning, integrate technology, offer relevant programs, and encourage growth. The document then discusses policies and procedures for the online learning management system, including templates, steps for users, and training for instructors and new users to ensure quality control and accreditation. Finally, it outlines procedures for user roles like designers, instructors, teaching assistants, auditors, and students in the organizational process.
Similar a EMBED Framework for OOFHEC2019 conference (20)
Online teaching and learning during the COVID-19 era: lessons learned and lon...Willem van Valkenburg
This document discusses lessons learned from online teaching and learning during the COVID-19 pandemic and their potential long-term impacts. Some of the key changes that may persist include less fear of technology, more blended or hybrid classroom learning becoming standard, new forms of assessment replacing solely paper exams, increased collaboration through global projects, and different types of virtual exchange. The pandemic has accelerated adoption of online learning technologies and practices that may fundamentally change higher education.
Open Education Global is a global non-profit organization that supports the development and use of open education worldwide. Its vision is for everyone to have access to high-quality, shared education. It builds community among open education advocates, convenes events, and advocates for open education policies and practices. It also curates and shares examples of open education and facilitates collaboration on special projects like the UNESCO OER Recommendation.
The document discusses open education and its goals of providing lifelong learning opportunities for all through open educational resources (OERs). It notes that open education combines traditional knowledge sharing with modern technology to create openly shared educational resources that are responsive to learners' needs. OERs offer free access to courses and programs, as well as cost savings over expensive textbooks. They allow educators to adapt materials to local contexts and innovate. Open education promotes inclusion, equity, quality, and access to education for all.
The document discusses the long-term impact of MOOCs and open education. It argues that in the short term, MOOCs have increased enrollment and visibility for universities. However, in the long run, MOOCs will have a greater impact by transitioning from standalone courses to integrated programs and credits, expanding education globally, supporting continuous learning beyond initial degrees, blending online and in-person learning, and advancing the open education movement. Universities will evolve from traditional models to embrace these long-term trends fueled by open online education.
This document summarizes the history and goals of open and online education at Delft University of Technology. It began with OpenCourseWare in 2007 and MOOCs in 2013. The goals are to educate the world, improve education quality, find new revenue models, and conduct relevant research. Delft offers a range of open courses from OpenCourseWare to online academic courses, as well as professional certificates and microcredentials. It supports online learning through instructional design, multimedia, and evaluation. Blended learning combines online and on-campus education to enrich students' experience.
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
The document discusses the long term impact of MOOCs at Delft University of Technology. In the short term, MOOCs led to increased enrollment in online courses and programs. However, in the long run MOOCs are transforming education by moving from standalone courses to full programs and credits, expanding from national to global learners, transitioning from initial to continuous education, blending online and on-campus learning, and progressing toward more open education. MOOCs are helping to educate learners worldwide and improve the quality of education access and delivery.
This document discusses quality assurance for online education programs at Delft University of Technology. It outlines Delft's vision to educate the world through open and online education. It also describes Delft's process for ensuring quality, including an educational quality cycle of course development, evaluation, and improvement. Delft has received external recognition and awards for its innovative online learning programs and MOOCs. Key challenges include addressing conservatism in education and determining quality recognition for MOOCs with their typically low completion rates.
This presentation discusses the long-term impact of MOOCs at TU Delft. In the short term, TU Delft saw over 2 million MOOC enrollments and growth of online courses and programs. However, the presentation argues the long term impact will be greater. This includes moving from standalone courses to entire programs and credentials online, expanding from national to global students, and shifting from only initial education to continuous learning. It also suggests education will transition from traditional lectures to blended models combining online and on-campus learning. Overall, the presentation argues that while the early impact of MOOCs seems large, their influence on education could be even more significant in the long run.
Delft University of Technology has offered open and online education for 3 years with the goals of educating the world, improving the quality of education, and finding new revenue models. They have launched 68 MOOCs reaching over 1.65 million enrollments, 25 online courses, and 24 blended education projects. This outreach has improved TU Delft's international reputation, campus education, and relationships between education and research.
This document outlines the agenda for a discussion on short learning programmes at TU Delft Online. It provides context on TU Delft's education vision and strategy to offer professional and post-academic courses. Examples of potential short learning programmes are provided across various engineering and science themes. Challenges with online short learning programmes include lack of online expertise, additional workload, accreditation speed, and mindset shifts. Solutions proposed are forming expert course teams, providing training and incentives, streamlining accreditation, and clarifying business models.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
The document outlines that 2017 is the Year of Open, marking several milestones in open education over the past 15 years, including the creation of the term "Open Educational Resources", the Budapest Open Access Initiative, and the first Creative Commons licenses. It encourages participation in the Year of Open through activities like hosting events, writing articles, or participating in monthly topics on open concepts. Finally, it announces the Open Education Global 2018 conference in the Netherlands on transforming education through open approaches.
This document discusses obstacles and strategies for using Massive Open Online Courses (MOOCs) in campus education. It identifies key obstacles like permission, language barriers, adoption challenges, and assessing MOOC quality. It then outlines strategies used by various universities, where most MOOCs are being incorporated into existing campus courses through flipped classroom models. MOOC content is often used directly in campus learning management systems. Teachers note benefits like increased student engagement and grades when MOOCs are integrated into campus courses, but challenges remain around rethinking contact hours and assessment. The document provides examples of universities successfully using MOOCs and suggests resources for finding suitable open courses.
This presentation provides an overview of open education. It defines open education as using openly shared educational resources and collaborative approaches to improve educational access and effectiveness. Open education relies on open licensing like Creative Commons to allow legal sharing and reuse of content. The presentation discusses MOOCs, open educational practices, and TU Delft's initiatives in open education including its OpenCourseWare program which provides open online courses and its involvement in MOOCs through partnerships like EdX. TU Delft aims to deliver world-class education to everyone through these open education approaches.
This document discusses open education and provides an overview of the topic. It defines open education as using open sharing to improve educational access and effectiveness worldwide. Some key points made include:
- Open education allows knowledge and expressions to be given without being given away for the first time in human history due to technology.
- It benefits learners through lower costs and higher quality resources, and benefits faculty through increased reputation and reaching more learners.
- Many open education initiatives are happening around the world, including open textbooks at the University of Minnesota and interactive simulations on the PhET website.
- Delft University of Technology has created over 50 MOOCs and published 200 open courseware courses. The document encourages starting open education efforts
This document provides an overview of MOOCs (Massive Open Online Courses) from TU Delft's perspective. It discusses what MOOCs are, how they are produced, and their impact. MOOCs allow TU Delft to educate people worldwide, increase its international reputation, and improve campus education by incorporating MOOC materials. They also enable new connections between education and research by providing data and environments for educational research projects. Overall, MOOCs have increased TU Delft's focus on education and set an example as an innovation program.
This document discusses the localization of open online courses (MOOCs) for different contexts and languages. It provides examples of MOOCs from TU Delft being reused by organizations around the world. It also describes the Kienhoc platform in Vietnam which translates high-quality open licensed MOOCs into Vietnamese to make world-class education more accessible in that country through a crowdsourcing translation model.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
5. [
5CC-BY 4.0
•learning as a result of a deliberate, integrated
combination of online and face-to-face learning
activities.
Blended
learning
•designing and facilitating blended learning
activities.
Blended
teaching
•the formal context of BL that is determined by
policies and conditions with regard to the
organization and support of blended learning.
Blended
education
6. [
6CC-BY 4.0
The concept of ‘maturity’ relates to the degree of formality and optimization of the
design, evidence based decision making, documentation and continuous quality
improvement which characterize the uptake of Blended Learning practices, or the
implementation of blended learning conditions and strategies.
QUALITY ≠ MATURITY
Within each of the levels of maturity, quality approaches can be in place. Maturity
does not equal quality. Moreover, it has been observed that repeated blended
learning practice at a particular maturity level does not carry actual growth in
maturity when repeated.
13. [
13CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No uniform
blended learning
strategy is in
place.
A dedicated blended
learning strategy is
consolidated within the
institution. University
administrators recognize
and advocate the
importance of blended
learning, teaching and
education.
Blended learning is an integral part of
the institutional strategy. The strategy
is embedded in the whole institution
(throughout faculties and departments),
well documented, and evaluated and
adjusted on a regular basis. University
administrators and departments
recognize and advocate for the
importance of blended learning,
teaching and education.
The extent to which blended learning, teaching and education are
embedded in the vision, educational model and goals of an
institution
14. [
14CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited support
for blended
learning and
teaching aimed
at individual
teaching staff
and students
Dedicated support for
blended learning and
teaching is available for
all teachers, students
and departments.
Support for blended learning and
teaching is part of the standard
support services of the
institution. Continuous quality
improvement is deliberately
embedded in order to improve the
support for blended learning.
The manner in which an institution supports teachers and students’
blended learning activities
15. [
15CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Individual
teachers or
departments
share ‘blended’
best practices
with colleagues.
Communities for
sharing ‘blended’ best
practices are
facilitated. Processes
and/or platforms are in
place for sharing good
practices and/or
materials.
Communities for sharing
‘blended’ best practices are
facilitated, actively built and
maintained. Processes and
platforms are in place for sharing
good practices and materials.
Processes are in place for quality
assurance of the shared materials.
The degree to which an institution facilitates communities for sharing
blended practices, materials and courses.
16. [
16CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
A few different
workshops or
courses related to
blended learning
and teaching are
offered.
Solid efforts to organise
workshops and/or
courses related to
blended learning and
teaching are offered for the
teaching staff. The blended
teaching activities of staff
are incidentally recognized.
All teaching staff is trained in
blended learning and teaching. The
institution offers a well aligned portfolio
of workshops and/or courses (related to
blended learning and teaching) for the
continuous professional development of
their staff. The blended teaching
activities of staff are recognized and
valued by the institution.
The extent to which teaching staff are able to develop their blended
teaching skills.
17. [
17CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No deliberate
quality assurance
for blended
courses,
programs, strategy
and policies.
Special processes for
evaluation of blended
courses, programs,
strategy and policies are
developed and
implemented. Some
research is conducted on
blended courses and/or
programs.
Quality assurance for blended
courses is part of the standard
quality assurance processes of the
institution. The evaluation and
improvement are based on clear criteria
and multiple data sources. The
institution has a research agenda for
researching its own courses, programs
and education.
The process where blended courses, programs, strategy, rules and
regulations are evaluated and revised on a regular basis
18. [
18CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Some informal
policies, rules,
regulations, action
plans and guidelines
related to blended
learning are used in
the institution. The
institution does not
have standardized
models for blended
course and program
design.
Policies, rules, regulations,
action plans and guidelines
related to blended learning
are developed and
implemented in the institution.
Some key actors in the
institution are involved in the
process of developing new and
existing policies, rules,
regulations and action plans.
Models for blended course
and program design are
shared in the institution.
Policies, rules, regulations, action plans and
guidelines related to blended learning are
embedded in the standard governance
structure of the institution. The governance of
the institution is systematically reviewed and
adjusted. Key actors, at different levels in
the institution, are involved in the process
of reviewing, adjusting and developing new
and existing policies, rules, regulations and
action plans. Standardized models for
blended course and program development
are provided.
The way in which the vision and policies are translated to rules,
regulations and actions that facilitate blended education
19. [
19CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No allocation of
financial
resources
specifically for
blended learning
purposes.
Financial resources are
incidentally allocated
(e.g. projects, pilots) to
develop, support, stimulate
and improve blended
learning and teaching. The
allocation of the resources
is evaluated.
Financial resources are structurally
allocated to develop, support, stimulate
and improve blended learning, teaching
and blended education. The allocation
of the resources is systematically
evaluated and adjusted, based on clear
criteria and qualitative and quantitative
data.
The extent to which financial resources are allocated to develop,
support, and stimulate blended learning
20. [
20CC-BY 4.0
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited
availability of
blended
learning and
teaching
facilities.
A wide variety of facilities
is available. This includes
both digital (e.g. digital
learning environment,
educational tools) and
physical (e.g. video
recording studios, the
availability of different
classroom set-ups)
facilities.
A wide variety of facilities is available. This
includes both digital (e.g. digital learning
environment, educational tools) and physical
(e.g. the availability of different classroom set-
ups, video recording studios) facilities. Teachers
have influence on the scheduling of the facilities.
The development of facilities is aligned with
the institutional strategy. The quality, quantity
and assortment of facilities is systematically
evaluated and adjusted, based on clear criteria
and multiple data sources.
The extent to which institutions are equipped to facilitate blended
learning and teaching.
COURSE DESIGN PROCESS - The process of planning, designing, developing and evaluating a blended learning course
Selection of blended learning activities and their sequencing - The rationale for the deliberate selection and integration of face-to-face and online learning activities.
Selection of blended learning tools - The rationale for selecting tools for delivery and organisation of blended learning activities
COURSE FLEXIBILITY – Opportunities for learners to adjust particular features of the blended learning course, based on their needs and preferences. This includes features such as the selection of learning activities, the selection of resources, the mode of delivery (online/face-to-face activities), pace (educator-paced/self-paced).
COURSE INTERACTION – Extent to which the blended course facilitates learners’ interaction (learner-content, learner-learner, learner-educator)
COURSE EXPERIENCE - Fit of particular blended course components with the course outcomes
Student learning - The use of blended course features which facilitate students' self- regulated learning (orienting and planning, monitoring, adjusting and evaluating).
Study load - The match between the intended and achieved study load of a course (distribution and correctness).
Inclusiveness - The consideration for the diverse needs (including accessibility aspects) and backgrounds of all students to create an online and face-to-face course experience where all students feel valued, safe, have a sense of belonging, and where all students have equal access to learn.
PROGRAMME DESIGN PROCESS The process of planning, designing, developing and evaluating a blended learning programme.
Programme coherence The vertical (course-programme) and horizontal alignment (between courses) of a blended programme.
Alignment and coherence of blended learning tools The rationale for the alignment and coherence of educational tools in blended learning programmes.
PROGRAMME FLEXIBILITY Opportunities for learners to adapt particular features of the blended learning programme. This includes features like the selection of courses/tracks, the mode of delivery (blended course, online course, traditional course), workload (full time/part time), pace (institution paced/self-paced), progress in a programme, and the possibility to follow courses at other institutions.
PROGRAMME EXPERIENCE The extent to which a programme enhances students' learning and eliminates any obstacles that stand in the way of learning.
Student learning The use of blended programme features which facilitate students' self-regulated learning (orienting and planning, monitoring, adjusting and evaluating).
Study load The match between the intended and achieved study load of a programme (distribution across courses and correctness).
Inclusiveness The consideration of the diverse needs and backgrounds of students in order to create a programme where all students feel valued, safe, have a sense of belonging, and where all students have equal access to the online and face-to-face environments of the blended learning programme.
INSTITUTIONAL SUPPORT The manner in which an institution supports teachers and students’ blended learning activities
INSTITUTIONAL STRATEGY The extent to which blended learning, teaching and education are embedded in the vision, educational model and goals of an institution
SHARING AND COMMUNITIES The degree to which an institution facilitates communities for sharing blended practices, materials and courses.
PROFESSIONAL DEVELOPMENT The extent to which teaching staff are able to develop their blended teaching skills
QUALITY ASSURANCE The process where blended courses, programs, strategy, rules and regulations are evaluated and revised on a regular basis
GOVERNANCE The way in which the vision and policies are translated to rules, regulations and actions that facilitate blended education
FINANCES The extent to which financial resources are allocated to develop, support, and stimulate blended learning
FACILITIES The extent to which institutions are equipped to facilitate blended learning and teaching.