Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
Using the web to empower agents of changeMichael Rowe
These are the slides from the presentation I gave at The Network: Towards Unity for Health conference in Fortaleza, Brazil (2014).
The talk looked at how we're trying to prepare health professional students for an increasingly complex health system, but we're still using teaching methods that originated centuries ago. I ask questions about how we can change teaching practices to take into account the characteristics we expect of our graduates. I discussed the importance of taking a critical stance towards the implementation of technological solutions, and to be careful of making assumptions about the use of technology to solve all problems.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
Augmented Reality: A Case Study on an Interactive Heritage Trail for High Sch...Lloyd Yeo
How can you use Location-Based Augmented Reality Mobile Applications for Transfer of Learning in a History Field Trip for a Secondary School in Singapore?
This is a presentation at the Humanities Cluster Humanities Symposium held on 28 May 2015.
This is the presentation I gave at the Centre for Teaching and Learning at Stellenbosch University.
I began by exploring some of the ways in which the education system is broken, and how the select application of certain types of technologies may be a useful part of the solution. This first section was to contextualise the second part of the presentation...
...which was to demonstrate a few examples of how I integrate certain services, applications and devices into my own PLE, before finally...
...highlighting the challenges we face in moving this idea forward, as well as suggesting guidelines that acknowledge the challenges, but which still facilitate an appropriate application of the PLE concept.
Few of the ideas expressed in the presentation are solely my own (other than choosing the images), and I've tried to give credit where it is due.
Collaborative knowledge construction with wikisMichael Rowe
This is the presentation that I gave at the HELTASA conference in Johannesburg on 27 November, 2009.
I discuss social media in general, and wikis in particular, as well as their role and application in higher education.
I go on to discuss the results of a wiki-based assignment that I gave to a class of fourth year physiotherapy students, and their experiences with the wiki.
Augmented Reality and Virtual Worlds in EducationEsko Lius
The document discusses augmented reality (AR) and virtual worlds (VW) as extensions to learning environments. It provides examples of how AR enhances perception by overlaying digital information and describes how VWs allow for immersive simulated spaces created by users. The document also describes a case study of a virtual border crossing simulation in Second Life that improved customs and immigration students' test scores at Loyalist College.
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
Using the web to empower agents of changeMichael Rowe
These are the slides from the presentation I gave at The Network: Towards Unity for Health conference in Fortaleza, Brazil (2014).
The talk looked at how we're trying to prepare health professional students for an increasingly complex health system, but we're still using teaching methods that originated centuries ago. I ask questions about how we can change teaching practices to take into account the characteristics we expect of our graduates. I discussed the importance of taking a critical stance towards the implementation of technological solutions, and to be careful of making assumptions about the use of technology to solve all problems.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
Augmented Reality: A Case Study on an Interactive Heritage Trail for High Sch...Lloyd Yeo
How can you use Location-Based Augmented Reality Mobile Applications for Transfer of Learning in a History Field Trip for a Secondary School in Singapore?
This is a presentation at the Humanities Cluster Humanities Symposium held on 28 May 2015.
This is the presentation I gave at the Centre for Teaching and Learning at Stellenbosch University.
I began by exploring some of the ways in which the education system is broken, and how the select application of certain types of technologies may be a useful part of the solution. This first section was to contextualise the second part of the presentation...
...which was to demonstrate a few examples of how I integrate certain services, applications and devices into my own PLE, before finally...
...highlighting the challenges we face in moving this idea forward, as well as suggesting guidelines that acknowledge the challenges, but which still facilitate an appropriate application of the PLE concept.
Few of the ideas expressed in the presentation are solely my own (other than choosing the images), and I've tried to give credit where it is due.
Collaborative knowledge construction with wikisMichael Rowe
This is the presentation that I gave at the HELTASA conference in Johannesburg on 27 November, 2009.
I discuss social media in general, and wikis in particular, as well as their role and application in higher education.
I go on to discuss the results of a wiki-based assignment that I gave to a class of fourth year physiotherapy students, and their experiences with the wiki.
Augmented Reality and Virtual Worlds in EducationEsko Lius
The document discusses augmented reality (AR) and virtual worlds (VW) as extensions to learning environments. It provides examples of how AR enhances perception by overlaying digital information and describes how VWs allow for immersive simulated spaces created by users. The document also describes a case study of a virtual border crossing simulation in Second Life that improved customs and immigration students' test scores at Loyalist College.
Supporting a student with visual impairment in the ICUMichael Rowe
Presentation with some preliminary findings of a study we conducted after placing a final year physiotherapy students with a visual impairment in the Intensive Care Unit.
Design principles for developing blended learning environmentsMichael Rowe
The document outlines design principles for developing blended learning environments:
1) Facilitate interaction between people, content, and devices to achieve objectives difficult in a single space.
2) Require articulation of ideas through public statements supported by evidence to expose understanding.
3) Build relationships in collaborative activities where learning responsibility is shared and "not knowing" is valued along with "knowing".
Creating and implementing an open online courseMichael Rowe
Presentation for the 2014 SAAHE conference, where I discuss a project I ran in 2013. We created an open online course in professional ethics and had our students complete the course in collaboration with qualified physiotherapists from around the world.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
This document announces the South African Association for Health Education (SAAHE) 2014 conference to take place from June 26-28 at the University of the Western Cape in Cape Town. The theme of the conference is "Convergence/Divergence" and it poses three questions for attendees to consider in the coming months around how the field can converge around ideas while exploring new perspectives, how to unify agendas in health education while valuing diversity, and how professionals can collaborate differently to improve health outcomes for South Africa. Workshop proposals are due by October 24, 2013 and all are welcomed to attend the conference in Cape Town.
This is the presentation I will be giving as part of my contribution to the SAFRI session that is currently being held in Cape Town. SAFRI stands for the South African FAIMER Regional Institute.
The document summarizes the key topics covered in a physiotherapy ethics workshop, including:
1) An introduction to ethics, human rights, and ethical principles like beneficence, non-maleficence, autonomy, and justice.
2) Ethics in research, including obtaining ethical approval and informed consent, and responsibilities around confidentiality.
3) Ethics in clinical practice, including issues like privacy, patient rights, and frameworks like the South African Constitution and HPCSA guidelines.
4) Duties of physiotherapists to patients, colleagues, themselves, society, and the environment.
Social networks and reflective learningMichael Rowe
The document discusses using social networks to facilitate reflective learning. It notes that reflection is an important part of clinical practice but is difficult to teach directly. Sharing knowledge and experiences in a social environment allows (1) external knowledge to be internalized, (2) problem solving strategies to be developed, (3) critical reflective thinking to be promoted, and (4) unshared biases to be challenged. The document aims to determine the impact of participation in a social network on reflective practices in an undergraduate physiotherapy department.
The use of Information and Communication Technology to support South African ...Michael Rowe
This is the first conference presentation I ever gave. It was in 2008 at the South African Association of Health Educators (SAAHE) conference at Stellenbosch University.
I came across it just now and thought I'd put it up here, just for the sake of being complete.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
The use of ICT by South African physiotherapy studentsMichael Rowe
I presented some of the results from my Masters study at the Higher Education as a Social Space (HESS) conference at Rhodes University in Grahamstown last year.
I tried to determine which ICT services / tools South African physiotherapy students used as part of their studies. This was done in 2006, before the whole "social media" thing hit South Africa.
The use of blogging as a tool for reflectionMichael Rowe
This presentation describes the design and implementation of a blogging assignment directed at facilitating ethical and clinical reasoning among final year South African physiotherapy students.
It also presents some of the underlying theoretical frameworks upon which the assignment is based.
Supporting a student with visual impairment in the ICUMichael Rowe
Presentation with some preliminary findings of a study we conducted after placing a final year physiotherapy students with a visual impairment in the Intensive Care Unit.
Design principles for developing blended learning environmentsMichael Rowe
The document outlines design principles for developing blended learning environments:
1) Facilitate interaction between people, content, and devices to achieve objectives difficult in a single space.
2) Require articulation of ideas through public statements supported by evidence to expose understanding.
3) Build relationships in collaborative activities where learning responsibility is shared and "not knowing" is valued along with "knowing".
Creating and implementing an open online courseMichael Rowe
Presentation for the 2014 SAAHE conference, where I discuss a project I ran in 2013. We created an open online course in professional ethics and had our students complete the course in collaboration with qualified physiotherapists from around the world.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
This document announces the South African Association for Health Education (SAAHE) 2014 conference to take place from June 26-28 at the University of the Western Cape in Cape Town. The theme of the conference is "Convergence/Divergence" and it poses three questions for attendees to consider in the coming months around how the field can converge around ideas while exploring new perspectives, how to unify agendas in health education while valuing diversity, and how professionals can collaborate differently to improve health outcomes for South Africa. Workshop proposals are due by October 24, 2013 and all are welcomed to attend the conference in Cape Town.
This is the presentation I will be giving as part of my contribution to the SAFRI session that is currently being held in Cape Town. SAFRI stands for the South African FAIMER Regional Institute.
The document summarizes the key topics covered in a physiotherapy ethics workshop, including:
1) An introduction to ethics, human rights, and ethical principles like beneficence, non-maleficence, autonomy, and justice.
2) Ethics in research, including obtaining ethical approval and informed consent, and responsibilities around confidentiality.
3) Ethics in clinical practice, including issues like privacy, patient rights, and frameworks like the South African Constitution and HPCSA guidelines.
4) Duties of physiotherapists to patients, colleagues, themselves, society, and the environment.
Social networks and reflective learningMichael Rowe
The document discusses using social networks to facilitate reflective learning. It notes that reflection is an important part of clinical practice but is difficult to teach directly. Sharing knowledge and experiences in a social environment allows (1) external knowledge to be internalized, (2) problem solving strategies to be developed, (3) critical reflective thinking to be promoted, and (4) unshared biases to be challenged. The document aims to determine the impact of participation in a social network on reflective practices in an undergraduate physiotherapy department.
The use of Information and Communication Technology to support South African ...Michael Rowe
This is the first conference presentation I ever gave. It was in 2008 at the South African Association of Health Educators (SAAHE) conference at Stellenbosch University.
I came across it just now and thought I'd put it up here, just for the sake of being complete.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
The use of ICT by South African physiotherapy studentsMichael Rowe
I presented some of the results from my Masters study at the Higher Education as a Social Space (HESS) conference at Rhodes University in Grahamstown last year.
I tried to determine which ICT services / tools South African physiotherapy students used as part of their studies. This was done in 2006, before the whole "social media" thing hit South Africa.
The use of blogging as a tool for reflectionMichael Rowe
This presentation describes the design and implementation of a blogging assignment directed at facilitating ethical and clinical reasoning among final year South African physiotherapy students.
It also presents some of the underlying theoretical frameworks upon which the assignment is based.
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.
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.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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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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
8. “a new communication paradigm is
being constructed through community
interaction and participation, which
enables the formation of loosely
connected groups with relative ease”
wesch (2009)
http://bit.ly/8ZaA6g
20. knowledge in the PLE
dynamic
personally constructed
soft boundaries knowledge in the LMS
organised around topics
learning to do static
symmetrical relationships authority-based
personalised content hard boundaries
access is open organised around classes
learning about
asymmetrical relationships
homogeneous content
access is gated
Learning is as much about curiosity as it is about outcomes, content and assessment. PLEs are about structured exploration of ideas, that still allows for the serendipitous discovery of new things.
Think about how the web is increasingly being seen as a stream of content. Think of Facebook, Twitter, Google+. In all of these services, the organising principle is time, not space. If you think of the internet as being organised by time, your perspective changes because it's no longer a place to go, the frame of reference changes. Now it can be a
Table was compiled from a presentation recording that Stephen Downes gave to a group in Iceland recently, as well as a publication from graham attwell.
Soft boundaries that are difficult to establish e.g. a course has a set number of participants and content, but a PLE doesn't → can lead to information overload (through aggregation) if filtering is inefficient