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Open educational resources The milestones of Open Educational Rersources movement worldwide 1. Foreword 2. OER developments in Finland 3. OER insights. The case of Mexico. 4. OER in Sweden 5. OER in P.R. China 6. OER in Italy 7. Process and license. This book has appeared as the result of the joint effort of the participants of the third LERU Doctoral Summer School 2012, which focused on exploring issues pertaining to the Open Source Movement. One of the issues, Open Educational Resources (OER) attracted major attention to become a starting point for an effort to identify and map Open Educational Resources (OER) initiatives across the globe focusing on the home countries of the participants. We hope that this effort will contribute to raising awareness of OERs and their potential among teachers and learners alike in different part of the word and will enrich the body of existing knowledge on the topic. After all, the true motivation behind the project nests in altruistic belief that sharing and re-using knowledge openly and free of charge is in line with traditional academic values and should be fostred for the benefit of present and future society of learners Open Educational Resources: background and definitions The last decade has witnessed an important reconsideration of the role of Information and Communications Technology (ICT) in education. Advances in information technologies, such as Web 2.0 applications and tools, have created unique opportunities for the free exchange and access to knowledge on a global scale. This “free exchange and access to knowledge”, alternatively referred to as “Open Educational Resources (OER) movement” (Geser, 2007), represents the idea of “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes” (UNESCO, 2002) One of the most cited definitions of Open Educational Resources is given in the report published by OECD Center for Educational Research and Innovation (CERI) on The Emergence of Open Educational Resources, where OER defined as: “…digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research. OER includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licenses.” Yet, the debate on what OER are, is an issue on its own, since the term itself needs further clarification and in-depth analysis. To the moment, the number of Open Educational Resources initiatives around the world soared to thousands. Such topicality of the “open source approach” springs from common understanding that open source, open content and open freeware contain a considerable potential in promoting innovation and change in educational practices that will enable “finding effective new ways to expand access to quality educational opportunities” (UNESCO, 2009) for learners of both traditional and non-traditional age groups. The potential of OER has been repeatedly acknowledged by both world and international power structures that are calling for action in implementation and development of OER both locally and globally. On June 20-22, 2012, UNESCO released the 2012 Paris OER Declaration calling on governments to openly license publicly funded educational materials. "The future is not what it used to be." (Valery). Openness is seen as the core paradigm of contemporary education and research. In this respect it may be the Open Access approach that will fulfill the promise and deliver the level of change needed in the Age of Knowledge Societies. Geser, G. (2007). Open Educational Practices and Resources. Available at: http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf UNESCO (2002) Forum on the Impact of Open Courseware for Higher Education in Developing Countries: final report. URL: http://www.wcet.info/resources/publications/unescofinalreport.pdf OECD (2007). Giving Knowledge for free. The Emergence of Open Educational Resources. Paris, 3-140. URL: http://220.127.116.11/oecd)pfds/browseit/9607041E.PDF UNESCO (2009). Open Educational Resources. Conversations in Cyberspace. UNESCO Publishing. 2. OER developments in Finland OER movement is still rather young but taking root in Finland. The production of OER (Avoimet oppiresurssit in Finnish) is far from systematic, but already stretches through all levels of education. Partially open resources have been provided for all levels of education by the Finnish National Board of Education (www.edu.fi, library of material to be freely used in teaching, but which does not necessarily fulfil the criteria of open content), and for vocational high schools by the Finnish Online University of Applied Sciences (www.amk.fi, only open for vocational high schools). Now there are government initiatives to promote OER in Finland, and there is increasing interest in institutes of higher education to join networks and consortiums. Importantly, Finland has signed the UNESCO 2012 Paris OER declaration. Advances in OER An important milestone in projects aiming to improve the status and promote the awareness of OER has been the development of Le Mill (lemill.net), the first version of which was launched in 2006. It is a web community and a library of OER developed by the Media Lab of the Aalto University School of Art and Design during an EU-funded project ”CALIBRATE” (2005-2008), which aimed in supporting the collaborative use and exchange of learning resources in schools. The majority of Le Mill users are elementary school and high school teachers, and at the moment the community comprises almost 30 000 teachers from 71 countries, and has more than 50 000 learning resources in 75 languages. However, only a minority of users and content are Finnish. The latest advances in promoting OER in Finland include the joining of two universities in open educational initiatives. In 2010, Aalto University joined Open Educational Quality Initiative (OPAL) that aims to mainstream Open Educational Practices (OEP) in Higher Education. A year later, Helsinki Metropolia University of Applied Sciences joined the OpenCourseWare Consortium, as the first institute of higher education to introduce OpenCourseWare in Finland. Furthermore, University of Jyväskylä has participated a Nordic-Baltic project "NORDPLUS" (2009-2011) that aimed to build a network and to provide tools to promote OER across all educational levels of the participating countries. Finally, Universities in Finland run open access repositories that mainly contain theses and other publications by the institutions, but the digital repository of University of Helsinki, "HELDA" (https://helda.helsinki.fi/) contains a section for study materials. University of Helsinki strongly supports open access -is the promotion of OER the next step? 3. OER insights. The case of Mexico. This section is intended to share an insight of what has been done so far in terms of Open Education Resources -OER- in Mexico. Besides this chapter presents a list of available resources regarding OER movement and the ongoing initiatives in Mexico. It is neccessary first to understand that the Open Education Movement (OEM) respond to different cirucmstances form country to country. In some regions OEM might be seen as the tendency to follow entering the emerging economy of knowledge. how ever in some other countries (developing ones for example) OEM could be an effective action to address socio-economic issues. In Mexico, OEM raises during the first years of last decade as a strategy to bridge the gap between communities with access to iformation and those without access. Following the steps taken in 2001 by the Massachussets Institute of Technology (MIT), some educators in Mexico decided to join the Open Coursware movement under the idea of shared knowledge. OCW Mexico is a project started early 2007 and is the first space in Mexico offering free access to contents which in fact are part of the curricula of some higher education programs. From 2007 to nowadays different institutions have joined the movement led by the Tecnológico de Monterrey and an interesting variety of initiatives have emerged. This institution created its own courseware turning into the pioneer in the country. TEMOA is an Open Educational Resources portal that brings together reliable educational resources catalogued by expert librarian including recommendations for using and for teaching or learning. It also includes a tool to help users to build individually or collaboratively resusable courses. This site offers as well online courses without requiring any additional technology. Finally TEMOA offers an interactive space to contact people from other places and to participate in the construction of courses, evaluating and receiving recognition throughout the community. In 2010 a group of seven mexican private and public universities started a joint project called Open Educational Resources and Mobile Resources for the Instruction of Educational Researchers. This project is funded by the Corporation of Universities for the Development of Internet (CUDI) and the National Council for Science and Technology (CONACYT) in Mexico. The main goal is to generate a body of open educational resources (OER) and mobile learning resources (ML) on educational research methodology issues which are free and licensed for use, reuse and distribution within the academic community in Spanish speaking countries and around the world (Mortera-Gutierrez, 2010) Universties participating in this project are: 1. Tecnológico de Monterrey (ITESM) 2. Universidad de Montemorelos (UM) 3. Universidad de Guadalajara (UDG) 4. Universidad Autónoma de Yucatán (UADY) 5. Instituto Tecnológico de Sonora (ITSON) 6. Universidad Autónoma de Guadalajara (UAG) 7. Universidad Autónoma Metropolitana (UAM) At this moment, OEM in Mexico remains like an emerging movement in which more and more universities and institutions are putting effort to make it grow and to turn it into the engiene of knowledge dissemination in the country. Mortera, F. (2010). Innovative Applications: Open Educational Resources and Mobile Resources Repository for the Instruction of Educational Researchers in Mexico. In Open ED 2010 Proceedings. Barcelona: UOC, OU, BYU. 4. OER in Sweden- Open and Beyond OER in sweden Deliberate use and dissemination of open educational repositories (OER) is relatively new in Sweden and up to 2006 it has not made major impact on higher education until 2006. But after a couple of national surveys, workshops, networks and projects financed by the government resulted much tremendous impact. The Swedish Agency for Networks and cooperation in higher education (NSHU), the Swedish Agency for Flexible learning (CFL) and the Knowledge Foundation are some of them. The Swedish Net Agency (1n 2005 transformed to NSHO) started in 2002. Later in 2004-2005 the first national study on educational resources not only for OER, which was carried out 2004-20051 in which the main objectives was 1) To do an in depth study of the needs and incitement of single teachers or teacher groups of 2) To do a survey of local and regional initiatives of publishing and showcases of OER 3) Enhance knowledge sharing by national seminars and workshops 4) Stimulate local ongoing initiatives and pilot projects Next few years (2005-2006), several national seminars were carried out by NSHU and the National Library with special emphasis on creative commons and the possible use of it ina swedish context. SEED, Sweden’s English Educational Database for tertiary education: Creating a platform for sharing and collaboration1a project financed by NSHU, is an ongoing project has gained National acceptance which was an english Educational database for higher education. http://www.nshu.se/english/page/4808/swedensenglisheduc ationaldatabasefortertiaryeducation.htm ^ http://kmr.nada.kth.se/wiki/Matriks/Matriks and NSHU Rapport 04:2007, Matriks, Lärresurser och erfarenhetstorg för matematik, projektutvärdering 5 http://www.nshu.se/english/page/4808/swedensenglisheduc ationaldatabasefortertiaryeducation.htm 5. OER in P.R. China The term "Open Education Resources" was officially defined at the Forum on Open CourceWare for High Education in Developing Coutries in 2002, and then introduced to the scholars and educators soon later. The Chinese government play an important role in the OER movement, and there are some government-supported initiatives, which include the Chinese Quality Cource Project (initated, supported and funded by the Chinese Ministy of Education), the Science Data Share Project (the Chinese Ministy of Science and Technology), and National Cultural Imformation Resource Sharing Project (the Chinese Ministry of Culture). And also, there is a non-profit organization called the China Open Resources for Education, or CORE for short. It was established in October 2003, and was initiated as a consortium of universities that began with 26 IET Educational Foundation member univerisities and 44 TV and Radio univerisitiers. It has received approval and support from the Chinese Minstry of Education. And advanced courseware provided by universities like MIT has been introduced to China, and been translated into Chinese. Meanwhile, some quality Chinese courseware, which using English, is shared for people all over the world. Legal issues for OER in China For the Chinese law system, there are mainly three laws related to the Open Educational Resource, which include The Constitution, Education Law and Copyright Law. The Constitution of People's Repubic of China provides detailed references for the people to get access of education, and giving foundmental support for the OER movement. Chunyang Wang and Guodong Zhao, Open Educational Resources in the People' Repubic of China: Achievement, Challenges and prospects for the movement. UNESCO Institution for Information and Technology in Education, Moscow. ISBN: 978-5-905175-07-7. 6. OER in Italy Open Educational Resources (in italian "Risorse didattiche aperte") are teaching, learning or research materials freely available for everyone to use, share and remix. In Italy the first concrete step in this direction was TRIO (Technology, Research, Innovation and Orientation for vocational education and training). TRIO is a web learning system created in 1998 as an initiative of the Region of Tuscany. It's financed by the Region of Tuscany, the Ministry of Labour/Education and the European Social Fund. TRIO is completely free for users and is aimed to produce innovative teaching materials and to make them available to users through the e-learning catalogue and the e-learning training centers spread out all over the region. In 2004 Gold project was launched with the aim to create a wide community of teachers sharing experiences and digital materials. GOLD (global Online Documentation) is a national public funded repository collecting teachers’ experiences, best teaching practice and free learning materials designed to be used in the school environment. In 2008 three leading Italian institutions (Consiglio Nazionale delle Ricerche, Università Cá Foscari di Venezia, CLUEB) involved in teacher education and in the development /distribution of digital resources for teaching education took part in Share.TEC (Sharing Digital Resources in the Teaching Education Community), a 3-year project (2008 to 2011) co-funded by the European Community’s eContentPlus programme. During these 3 years Share.TEC developed an online platform which helps practitioners across Europe search for, learn about and exchange resources of various kinds, and supports the sharing of experience about the use of those resources. Italy was also involved in SLOOP and Sloop2desc (Sharing Learning Objects in an Open Perspective, 2005-2007, 2009-2011), two eLearning and open content projects with partners in Ireland, Romania, Slovenia and Spain aimed to develop and promote a technological platform - named freeLOms - to create, save and use easy-to-access online teaching material, modifiable according to the open source philosophy. Current sitution In Italy so far there are no significant OER initiatives even if in 2009 OER ITALY a national community was born within the UNESCO OER COMMUNITY joining 800 partecipants from 108 countries. Federica represents the first Italian higher education project for OER. Federica is a Web learning portal established in 2007 at the University of Naples Federico II that offers free access to a network of academic knowledge, providing learning objectives for every course and a structured guide to the vast amount of information already available online. It offers over 100 courses covering all 13 University departments from Engineering to Medicine, Social Studies and Agriculture. Content currently available online include more than 2,000 lessons, 1,600 documents, 20,000 images, 300 videos, and 600 podcasts. Each online course provides access to lesson abstracts, research material, multimedia resources, video and audio files, extra Web hyperlinks. Each individual can access the entire scientific and education content provided on Federica to study and research, to deepen his/her own learning or professional interests. The educational offering provided by Federica includes also three other learning environments: PodStudio: downloading of all course lessons as podcast files, easy to use anytime and anywhere on last-generation multimedia device; Living Library: 600 external worldwide Web resources (magazines, e-books, databases, reseach centers, etc.), selected by an multisciplinary expert panel; Federica 3D: a virtual rendering of the University campus with all departments placed around one single squame, for exploring their educational resources in an exciting 3-D environment. Nowadays some Italian university (e.g., Politecnico di Milano, LUISS, Bocconi, UniFe) have began to upload lectures on YouTube EDU and Podcasting but there is still a lot to do. Waiting for a big opening... The milestones of Open Educational Rersources movement worldwide by Campos, Chmilewsky, Cortinovis, Delmonte, Piltonen, Sunilkumar and Yang is licensed under a Creative Commons Reconocimiento-CompartirIgual 3.0 Unported License. Creado a partir de la obra en www.booki.cc.

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Programming Drones with Simulink In this webinar, you will learn how Simulink® lets you design and deploy flight controllers for a palm-sized quadcopter using the Simulink Support Package for PARROT® Minidrones. It will describe the quadcopter platform used, the sensors and algorithms needed to make it work, and how the Support Package and Simulink add-on tools enable a complete Model-Based Design workflow from modeling and simulation to flight. The workflow can help quickly iterate on flight controller designs before deploying and testing on hardware. Professors, lecturers and trainers can use this webinar and its approach in the classroom to teach control systems to undergraduate and graduate students in engineering. About the Presenter Greg Drayer Andrade is Product Marketing Manager for Aerospace Toolbox, Aerospace Blockset™ and Simulink hardware support for Arduino®, Raspberry Pi™, LEGO® MINDSTORMS®, Android™ and Pixhawk PX4 Autopilot and PARROT® Minidrones. Built on top of the Simulink platform, he makes sure that MathWorks technologies address the most prominent market problems and bring industry and domain-specific functionality for modeling, simulation, and automatic code generation. He works closely with the Development organization, Application Engineering, other Marketing groups and Sales to help define product direction and deliver various product and application-related projects. Published: 24 May 2018 Hi, everyone. My name is Greg, and I'm with Simulink Product Marketing at MathWorks. In this webinar, you will learn how Simulink lets you design, simulate, and deploy flight controllers for a palm-sized quadcopter using Simulink. Its support package for PARROT minidrones and Aerospace Blockset. This webinar is meant as a getting started resource and will introduce Simulink, a quadcopter hardware, and how you can use Simulink add-on tools to develop complete workflows from aircraft modeling and simulation to deployment and flight analysis. Let's get started. We will achieve today's webinar objectives using this outline. There will be a brief introduction about Simulink, its add-on tools, the Simulink Support Package for PARROT minidrones, and the hardware itself. And I will mention how this webinar can be used to complement teaching and learning objectives in university-level courses and other training activities. I will show you how you can use Aerospace Blockset to model and simulate aircraft and other airborne vehicles that are dependent on atmospheric and other environmental conditions. And then we'll cover what you need to do to bring this simulation to the real world and deploy flight control algorithms on PARROT minidrones. For this, I will show how to replace the aircraft firmware, how to fly the minidrone with the ready-to-sim deploy and fly example available in Aerospace Blockset, and how to record flight data using Simulink Coder. Then I'll conclude the webinar. Let's take a look at the software tools and materials we use in this webinar. For this webinar, I use MATLAB® Release 2017b, Simulink, and the Simulink Support Package for PARROT Minidrones, Aerospace Blockset, Simulink Coder, and Simulink 3D Animation™. Please note that a demo license for Simulink 3D Animation is included with Simulink, which lets us visualize simulations in 3D without the ability to modify the virtual reality files used. For the hardware, I used a Rolling Spider minidrone from PARROT, safety goggles, a micro-USB cable included with the minidrone, a USB dongle that supports Bluetooth® Low Energy with its drivers, additional batteries to the one included with the minidrone, and a charger. The materials presented in this webinar also apply to the PARROT Mambo minidrone, which is supported as of January 2018. For this introduction, there are six questions that I would like to cover. This should help to bring everyone up to speed on the background needed for this webinar and invite you to investigate further. All right. What is Model-Based Design? Model-Based Design is a process that enables fast and cost-effective development of dynamic systems, including control systems, signal processing, and communication systems. In Model-Based Design, a system model is at the center of the development process, from requirements development through design, implementation, and testing. The model is an executable specification that you continually refine throughout the development process. And what is Simulink? Simulink is a block diagram environment for multidomain simulation and Model-Based Design. It supports system-level design, simulation, automatic code generation, and continuous test and verification of embedded systems. Simulink provides a graphical editor, customizable block libraries, and solvers for modeling and simulating dynamic systems. Now what are PARROT minidrones? PARROT minidrones are ultra-compact flying dynamic systems with four propellers that make them a quadcopter, and they may be controlled from a smartphone or tablet. They can be made to be very stable, thanks to autopilot. They can combine signals from 3-axis gyroscopes and 3-axis accelerometers, pressure sensor for flight altitude, ultrasonic sensor for precision flight near the ground, and a down facing camera that can be used for optical flow and image processing. Now knowing what is Simulink and what are PARROT minidrones, what is the Simulink Support Package for PARROT Minidrones? The support package is an official MathWorks hardware support add-on based on Simulink that lets you design, simulate, and deploy flight control algorithms to PARROT minidrones wirelessly over Bluetooth. It lets you use a combination of onboard sensors to develop, simulate, and test flight control algorithms. With a PARROT minidrone and the Simulink support package, you have a low-cost, palm-sized lab to perform feedback control experiments in the classroom or at home. What are Simulink add-ons and what capabilities do they offer? Simulink add-ons are MathWorks tools that expand capabilities offered in Simulink. The Simulink product family includes add-on tools for event-based modeling, physical modeling, control systems, signal processing and wireless communications, code generation, real-time simulation and testing, verification and validation, 3D visualization, and reporting. From more than 40 Simulink add-on tools, I'd like to focus on two that we will use in this webinar. Aerospace Blockset is a Simulink add-on tool that extends its features with blocks for modeling and simulating aircraft, spacecraft, rockets, propulsion systems, and unmanned airborne vehicles. Simulink Coder is an add-on tool that generates and executes C and C++ code from Simulink diagrams, Stateflow® charts, and MATLAB functions. The generated source code can be used for real-time and non-real time applications, including simulation acceleration, rapid prototyping, and hardware-in-the-loop simulation. Why did MathWorks develop Simulink support for PARROT minidrones? The reasons are the following three. First, to help professors and instructors train students on Model-Based Design using drones as a popular hardware platform. Second, to help innovators in industry understand and adopt Model-Based Design using a higher education proven solution. And third, to generate interest and awareness about the impact of Model-Based Design in critical, real-world applications. We would like you to take advantage of these capabilities, learn how these can be applied to your home classroom or projects, and help you get up and running in hours instead of weeks or months. Beyond this webinar and in case of questions or troubleshooting steps for working with your minidrone, we provide detailed steps in documentation accompanied by MATLAB Answers™ that can be found from the hardware catalog page. Let's go ahead and see how we can use Aerospace Blockset to model and simulate the drone. Aerospace Blockset provides a ready-to-sim build and fly example on which we based this webinar. In this section, you will learn how to find and open an instance of the quadcopter project from Aerospace Blockset examples. You will get a brief tour on how the example makes use of best practices for this application, show you how to run a simulation of the drone, ways to visualize results, how to modify the model to customize flight simulation inputs, and an overview of the flight controller provided with the Aerospace Blockset example. You can find and open the simulation model by entering doc in the MATLAB command window, selecting Aerospace Blockset, clicking on examples, and scrolling to quadcopter project. On the documentation page, you can find details about this example. You can also open it directly by entering the following in the MATLAB command window. Once a project environment is configured, there will be three new windows: the Simulink project name Quadcopter, the top level of the quadcopter flight simulation model, and a visualization window for the drone that employs Simulink 3D Animation. The Simulink project is environment that lets us organize files, settings, and user-defined tasks related to this example and contains an instance of them that we can modify locally on the user's Simulink project folder without overwriting the example files shaped in Aerospace Blockset. Let's take a brief tour of the simulation model. The model is composed of six main subsystem blocks in orange that contain mathematical representations of the dynamic systems in them. There is a mathematical representation for the dynamics of the airframe, the sensors, the environment, and the flight control system. And there are also blocks used to provide input commands to the simulation and obtain a visualization output. Four of the subsystems here are variant subsystems, which let us switch between various subsystem choices, hence their name variant. The block called FCS for Flight Control System is, in this case, not a variant subsystem, but it is a modeled subsystem, which means that the block contents make reference to another Simulink model. There are a couple of other blocks at the top level of this model to set the pace of the simulation and another one to make the simulation stop in case it reaches an undesired flight condition. To run a simulation of the drone, all you need to do is press Play and you will see Simulink obtaining the time response of the system for the duration specified in T Final, and then stop. You can use the set pace block to change the speed at which the simulation runs. For example, you can run only a tenth of a second of a simulation for each real second and increase the sample time to 100 microseconds to visualize a slow-motion animation of the quadcopter. When running the simulation, you can see the 3D model of the minidrone take off from the ground and hover. If you double click on the visualization subsystem, you will find another couple of options. First, signals from states are connected to standard cockpit fly instrument displays available with Aerospace Blockset. This instrument will show measurements of aircraft variables, in this case, artificial horizon, altimeter, airspeed indicator, heading indicator, climb-rate indicator, and percent RPM indicators for each of the four thrusters. The associated signals are found in the extract flight instruments subsystem. Secondly, the visualization block includes for variant subsystems options to capture or display simulation results. The variant active by default is a Simulink 3D Animation option. The other three options controlled by the variable VSS visualization are scopes to visualize the time response of variables and states; workspace to save the time response variables on the MATLAB workspace and its means for post-flight simulation analysis, for example, with Aerospace Toolbox; and flight gear, a flight simulator to render aircraft dynamics in this third-party and open source simulator commonly used in the aerospace industry. In this webinar, we will rely on the Simulink 3D Animation rendering option using the demonstration license enabled for all Simulink users. And we will see how changes in the flight simulation inputs result in changes in the aircraft simulation behavior. To modify the quadcopter flight simulation inputs, you can use a command subsystem. This one has four other variants that let you choose the source of the input signals used for simulation. There are the Simulink builder approach, the joystick option, the data input variant, and reading from a spreadsheet file. The default variant used for the command subsystem employs signal builder, an easy option we use in this webinar. This variant lets you define the XYZ and yawl, pitch, roll commands as reference signals of the flight controller. You can modify any of these signals on signal builder and observe the change in aircraft behavior in simulation. You will use one of the visualization options already covered in this webinar. The flight controller is found in the FCS subsystem. When we double click on it, it opens another model to which this block makes reference. This is called a model subsystem, and it's included in the base Simulink library. In this case, this model subsystem contains and encapsulates the flight control algorithms that will eventually be deployed on the drone. Keep in mind that the simulation model is at the center of Model-Based Design and helps to test designs in simulation before we ever try them on a real piece of hardware. This helps refine the control design before we're ready to test it on hardware and also helps to prevent all sorts of issues during testing, including damage and crashes. You can only imagine how important MBD is to the development and lifecycle of systems more critical than a minidrone. Let's see what's inside our flight control system. The algorithm in the subsystem is an example of what our controller could include. This flight controller design is derived from work at MIT by Professor Sertac Karaman and Fabian Riether. It makes use of the aircraft commands sensory inputs containing the hardware abstraction layer and provides outputs to the motors and a crash predictor flag that helps us stop the simulation, or the flight, in case loss of stability is detected. Please know that the flight controller in this webinar is part of the quadcopter project example shipped with Aerospace Blockset and is only intended for that purpose. If you're interested in designing your own state estimator and flight controller, you can start by exploring the controller and estimator model subsystems found in the flight control system block. However, flight control design is beyond the scope of this webinar, but we invite you to use these subsystems to come up with your own designs. For example, students at MIT have used a controller subsystem to implement state feedback controllers and LQR controllers as part of feedback control courses for undergraduate and graduate students. Once a flight controller has been designed and tuned in simulation, you may want to generate code and test it on the minidrone hardware. Now that we have a better understanding of the simulation model of the drone and how it works, we can go ahead and get more hands on with the hardware. This section of the webinar takes you through the steps to set up the hardware and wireless communication needed to deploy flight controllers to the minidrones. In order to deploy the flight controller design on a PARROT minidrone, you will first need to download the hardware support package using the Add-On Explorer and follow the hardware set-up steps provided. This will help you install a custom firmware that PARROT has provided to let Simulink users design and integrate their own flight control algorithms with the aircraft software system. Firmware replacement takes place over a micro-USB connection and may take about five minutes. After the firmware has been replaced, depending on your operating system, there are specific steps you should follow to enable wireless communication between the host computer and the minidrone. For computers running on Windows®, you will need to enable a Bluetooth Low Energy interface with supported chipset and drivers or to use a USB dongle with those characteristics. For Windows, the recommended drivers are the CSR Harmony wireless software stack version 18.104.22.168. For each one of the operating systems supported—Windows, Mac, and Linux®—the support package documentation includes more detailed set-up and troubleshooting steps. Additionally, for some specific configurations, our teams at tech support have provided MATLAB Answers that can help address any persisting connectivity issue. After the Bluetooth connection has been verified with a drone and before any flight tests with a controller have been designed, it is worth using a template included with the support package to perform a tabletop test in which we only move the propellers. To do this, you can open the template by entering parrot_gettingstarted in the MATLAB command window and clicking on Deploy to Hardware. The diagnostic viewer window offers information about the code generation, compilation, file transfer, and execution of the drone process. At this point, the model is ready to run on a drone. To run it, first open the flight control user interface by clicking here on the diagnostic viewer, and optionally, setting up the duration for which you will like the model to execute. Be careful to not increase the power gain on the flight control UI at this time as the propellers may produce sufficient thrust to initiate an uncontrolled flight. Next, by clicking on Start, you will execute your algorithms on the minidrone. In this case, there are no flight controller algorithms in the loop, and we're only sending signals to the motors to make sure that the toolchain and Bluetooth communication are working well. After these have been verified, we can interrupt the execution of the algorithm by clicking on Stop. The flight control user interface lets us download the flight log and the MAT file with flight data from the minidrone to the current directory. It is a good practice to retrieve these files for the record and analysis. Once a co-generation process has been tested with a drone, we can now get ready to deploy the flight controller design from the Aerospace Blockset example and perform an actual test flight. Having the flight controller design ready and the drone hardware set up and tested, we now cover the test flight and analysis section of the webinar. First, using the Aerospace Blockset example, we will set up the hardware target to deploy code specifically to the PARROT minidrone, and we will make sure that we have enabled data logging to leverage the capability provided by Simulink Coder to record sensor and flight controller signals for post-flight analysis. Then, we will perform the first test flight, which with a support package in Aerospace Blockset, you should be able to reproduce in only a few hours or even less. I will then explain how to modify the command input to track an altitude reference signal defined with signal builder and how to obtain the flight data for analysis and visualization. Going back to the Simulink project containing the Aerospace Blockset example to set up the hardware target from the project, all you need is to click on the shortcut available on the toolstrip. Then, on the quadcopter flight simulation model, double click on the FCS subsystem. To enable data logging on the aircraft, you can enter the following in the MATLAB command window. When data logging is enabled, the Simulink model will try to allocate memory before flying to stored sensor flight controller signals. Please note that the minidrone can only store so much data each flight, and reducing the flight duration parameter, T Final, will let you control how much memory is allocated. If the memory needed exceeds the drone capacity, the Simulink model will not execute when pressing Start on the flight control user interface. With these considerations, we're ready to try the flight controller ship with Aerospace Blockset. However, other important considerations are the following. All flights are test flights. You should test flight controller designs and inputs that meet a performance criteria in simulation. Perform test flights in a room that is large enough, for example, a room that is at least 20 feet by 20 feet by 10 feet high. Take reasonable care to prevent damage to the aircraft, its surroundings, observers, and yourself. On ultrasound sensitivity, small rooms may cause flight stability issues from ultrasound signals bouncing on walls and furniture. Ground materials, for example a carpet, may absorb ultrasound signals and affect flight stability. On camera sensitivity, patterns on the ground may affect optical flow performance and flight stability. Lighting conditions may also affect optical flow and image processing performance and flight stability. Keeping these considerations in mind, let us try first the hover flight of the Aerospace Blockset example. We click on Deploy to Hardware. Let Simulink build and transfer the flight controller to the drone. Open the flight control user interface and click on Start. Make sure that any other participants are aware of the test flight that is about to take place. For each flight, it is best practice to download the flight log and the MAT file with flight data for post-flight analysis. Now, I will modify the flight control system a little and bring in the reference signals to deploy them to the drone as well. I will try changing the reference signal for the y-axis in the left-right direction and make the drone change position to a flight according to the square signal shown. For this webinar, I created a variant subsystem for the flight controller that lets me choose this as an option. Once selected, I simulate, verify the expected behavior in simulation, and then deploy to the hardware and test. I deploy to the hardware up in the flight control UI. And here's the result: The drone takes off and holds to a center position, and then follows the given reference signal in y. After the flight is complete, I retrieve the flight log and the MAT file from the minidrone. We can use the data stored in a MAT file to plot and visualize sensor signals, orientation, motor output, altitude, trajectory, position, velocities, optical flow velocities, and battery charge percentage. Similarly, I have created another variant system that changes the reference signal for the z-axis and makes the drone change altitude with the flight profile shown. Once more, I simulate to verify the expected behavior and then deploy to the hardware for a test. I deployed to the hardware. Open the flight control UI and here's the result. The drone takes off to one meter of altitude and climbs to two meters, drops one meter again, and then descends to the ground. Finally, let's talk about providing altitude set points directly from Simulink. We call this running the flight controller on external mode, which builds and deploys the Simulink model on the hardware while allowing certain parameters to be updated during execution from the block diagram. In this case, we use this variant of the flight controller and make use of this dashboard block to manually modify the altitude of the drone during flight. I deploy to the hardware. Open the flight control UI, and here is the result of the test flight. The drone takes off to about one meter of altitude and then follows the altitude commands I send from the Simulink editor. You can try a few other changes to the reference signals on your own to test this flight controller. However, this design is only a starting point and does not make use of the atmospheric pressure sensor, for example. What changes would you introduce to the flight controller to make it more robust using the atmospheric pressure sensor? The objective of this webinar was to provide a getting started resource on using Simulink to simulate build and fly a palm-sized drone that you can use to learn about control systems and Model-Based Design. Now you can dig into the flight control system and come up with your own flight control strategies, designed simulations, and test flights. Now, you can also start navigating the V diagram using Model-Based Design and develop techniques using any of the tools supported for simulation, code generation, and verification and validation workflows with Simulink. Finally, here are some additional resources that you can use to learn more about Model-Based Design, Simulink, the Simulink Support Package for PARROT Minidrones, Aerospace Blockset, and how to join the community through MATLAB Central™, File Exchange, and MATLAB Answers. Thank you for joining us. We look forward to seeing your projects in the future. You can also select a web site from the following list How to Get Best Site Performance Select the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.

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Profs online electrical engineering tutors can provide the necessary guidance and expertise. This article will explore the benefits,challenges, and different types of French language tutoring, as well as how tofind and prepare for a tutor and the importance of practising outside of thetutoring environment. Additionally, this article will discusshow to determine one's learning style and how to utilise technology forlanguage learning. Lastly, alternatives to French languagetutoring will be explored. This comprehensive examination of Frenchlanguage tutoring will provide readers with an understanding of the variouselements of this learning process. Learninga foreign language can be both a challenging and rewarding endeavour. Frenchlanguage tutoring is a popular way to learn the language, as it providespersonalized instruction and support to help students progress. Thisarticle will explore the benefits, challenges, and different types of Frenchlanguage tutoring, as well as how to find and prepare for a tutor and theimportance of practising outside of the tutoring environment. Additionally,this article will discuss how to determine one's learning style and how toutilize technology for language learning. Lastly,alternatives to French language tutoring will be explored. Thiscomprehensive examination of French language tutoring will provide readers withan understanding of the various elements of this learning process. • Frenchlanguage tutoring offers customized instruction and assistance. • Regulartutoring sessions assist in the efficient development of language skills. • Visualaids and sentence breakdowns help with vocabulary memorization and grammarcomprehension. • The use oftechnology in French language tutoring enhances the learning experience. Learning French through tutoring offers numerous practicaladvantages for language learners. One of the most significant benefits is theexpansion of French vocabulary. Tutors can give learners the opportunity togain a more comprehensive understanding of the language through speaking,reading, and writing practice. Furthermore, tutors can provide instruction on the cultural aspectsof the language, helping learners to gain a deeper appreciation of Francophoneculture. Tutoring also allows learners to practice French in a personalizedsetting, boosting confidence and fluency in the language. By regularly attending tutoring sessions, learners cansystematically and efficiently develop their language skills, enabling them toachieve their goals more quickly. Additionally, tutoring offers a more engaginglearning experience compared to traditional methods like self-study orclassroom instruction. Tutoring also provides students with immediate feedback and support,helping them stay motivated and make faster progress. Providing effective instruction for those seeking to acquireproficiency in French can be a challenge. Fear of making mistakes, memorisingvocabulary, and mastering the language's grammar structure can be daunting. For tutors and students alike, it is important to create a positiveand encouraging learning environment in order to foster a successful learningexperience. Overcoming these fears can be done by encouraging the student topractise with confidence in a safe and understanding environment. Memorising vocabulary can also be a difficult task. Utilising visualaids, such as flashcards, and repetition can aid in this process. In addition,breaking down sentences and grammar structures into smaller parts can behelpful for students to grasp the language. By understanding the underlying fundamentals of French, students canthen begin to build upon their knowledge and eventually become proficient. Examining the various types of French language tutoring can bebeneficial for those seeking to develop proficiency in the language. There are two primary types of tutoring available for Frenchlearners: face-to-face tutoring and online tutoring. Face-to-face tutoring involves a tutor and one or more studentsmeeting in person to discuss French language topics. This type of tutoring canbe beneficial for students who need the guidance of an experienced tutor, aswell as the ability to ask questions and receive immediate feedback. Online tutoring, on the other hand, is conducted over the Internetand can be useful for students who are unable to meet with a tutor in person.Online tutoring often utilizes audio and video technology to allow forreal-time conversations, as well as other interactive tools to facilitatelearning. Both face-to-face and online tutoring can help students developtheir French language skills, but it is important to consider the differentadvantages and disadvantages of each option when making a decision. Identifying a suitable French language tutor can be a crucial stepin achieving language proficiency. It is important to consider various factorsbefore enrolling in a tutoring program. These factors include: * Assessing the tutor's qualifications andexperience * Reviewing the tutor's teaching methods and materials * Taking intoaccount the tutor's cultural background It is also important to be aware of the process involved inenrolling in a French language tutoring program. This includes verifying thetutor's credentials, asking questions about their teaching methods, andensuring compatibility between the tutor and students' cultural backgrounds. Taking the time to carefully consider these factors can help ensurethat the student receives the highest quality instruction and can successfullyachieve their language goals. Careful preparation is essential for successful French languagetutoring. Creating a timetable and establishing realistic goals are two of thekey elements of preparation that should not be overlooked. A timetable provides structure and helps keep the student and tutoron track throughout the tutoring sessions. It should be aligned with the student'savailability and should be flexible enough to accommodate any changes that maybe necessary. Establishing goals provides a roadmap to follow during the tutoringsessions. These goals should be specific and measurable and should reflect thestudent's desired outcomes from the tutoring sessions. Once these two elements are in place, the student and tutor can moveon to other important aspects of the tutoring sessions. Other elements of preparation include familiarising oneself with theFrench language and culture, gathering the necessary materials and resources,and setting the right environment for the tutoring session. The student should take time to revise their knowledge of the Frenchlanguage and culture before the tutoring sessions begin. Having access to theright materials and resources can also help the student get the most out of thetutoring session. Finally, setting the right environment for the tutoring session iskey to creating an atmosphere conducive to learning. These elements of preparation should be taken seriously in order toensure successful French language tutoring. After preparing for French language tutoring, an important step inthe process is setting goals with the tutor. This step is critical to ensurethat the learner and tutor have a shared understanding of the desired outcomes.To help guide this process, it is helpful to consider the following points: 1. Develop atimeline for the tutoring sessions. This should include considerations for theamount of time allotted for each meeting, the frequency of the meetings, and anend goal date for the tutoring. 2. Clarifyexpectations for both the learner and the tutor. This includes expectations forthe learner's participation and effort, as well as expectations for the tutor'sroles and responsibilities. 3. Addressany language-specific issues, such as the cultural context in which thelanguage is used. 4. Establisha plan for time management. This should include strategies for stayingorganised and focused on the topics discussed in each session. By taking the time to set goals with the tutor, learners can ensurethat they make the most of their language tutoring sessions. With a plan inplace, learners can maximise their progress and reach their desired outcomes. Maximising learning potential in French language tutoring requires acomprehensive approach. Staying motivated is a key element in achieving thedesired learning objectives. Making a plan and setting goals that areachievable, and also challenging, is important to staying motivated and ensuringprogress. In addition, time management plays a critical role in this process.Allocating specific times for studying and investing in learning activities isessential. A learner should also make sure that there is enough time forsocialising and leisure activities. This will help to maintain a healthybalance between the different aspects of life, while also staying motivated andfocused on the learning goals. In order to maximise learning potential, a learner should alsodevelop positive habits that encourage learning. Developing a routine andestablishing regular study times, as well as setting realistic goals, will helpto ensure progress. Additionally, creating a learning environment that is conducive tolearning, such as being free from distractions, can also help to maximiselearning potential. Furthermore, seeking out resources and activities that areenjoyable can help to keep the learner motivated and engaged in the process. All of these elements are essential components of maximisinglearning potential in French language tutoring. When it comes to learning a new language, the potential for growthand development is immense. One of the most effective methods of maximizingone's learning potential is through a group setting. A group setting can provide learners with the opportunity to takeadvantage of various motivation strategies and cultural immersion that can bebeneficial to their language learning process. Group learning can provide learners with a platform to share theirexperiences, create meaningful dialogue, and gain insight into the nuances ofthe language that one cannot learn from a textbook. Furthermore, the group atmosphere can provide learners with a senseof support, camaraderie, and motivation to help them stay focused on theirgoals. Additionally, the cultural exchange that occurs in a group settingcan allow learners to gain a deeper understanding of the language and itsassociated culture. This type of cultural immersion is beneficial for learners to gainan appreciation of the language on a deeper level. Practising outside of tutoring sessions is crucial to achievingfluency in the target language. To become fluent in French, learners mustallocate time and effort to practice outside of the tutoring session: • Allocatingtime for practice: • Schedulingtime for practice into a daily routine • Making themost of 'dead time such as when travelling on the bus or waiting in a queue • Utilisingonline resources such as language learning apps • Regularlyreviewing material learned during tutoring sessions • Keeping anotebook to track progress • Rewardingoneself for effort and progress The success of learning French in a group setting depends ondedicating consistent effort to practice outside of the tutoring sessions. Thiswill enable learners to keep up with the group and ensure success in achievingfluency. Practising outside of tutoring sessions is necessary for masteringthe French language, but understanding one's learning style is equallyimportant. Knowing how one best acquires and retains information can help instaying motivated and managing time effectively. To identify one's learning style, it is important to become aware ofone's own study habits and preferences. It is also beneficial to reflect onpast experiences and determine how information was best absorbed. Additionally,there are various learning style tests available to help those who are unsure. Utilising technology can be an effective tool for enhancing thetutoring experience and improving fluency in the French language. With thewidespread use of the Internet, online tools and language apps offer a varietyof resources to help students learn and practise French. For example, websitessuch as Duolingo offer interactive lessons that allow users to learn French byplaying games. Additionally, apps like Rosetta Stone use speech recognitiontechnology to help users develop their pronunciation. Furthermore, online videoplatforms such as YouTube provide a wealth of French language tutorials. Interactive lessons that allow users to learn French by playing games. Fun and engaging learning experience. Speech recognition technology to help users develop their pronunciation. Improves pronunciation accuracy. Provides a wealth of French language tutorials. Access to a variety of tutorials. These online tools and language apps provide users with a multitudeof resources to help them learn and practise French. Students can use theseresources to supplement their tutoring sessions and practise on their own.Additionally, tutors can use them to provide their students with additionalpractice and resources. By utilising these technologies, tutors can providetheir students with a well-rounded learning experience that will help them becomemore confident and proficient in their French language skills. Exploring alternative methods of learning the French language cangive students a thorough understanding of the language outside of a traditionaltutoring setting. Self-study resources such as online audio and video courses,textbooks, and podcasts can all be used to enhance proficiency in the language. Virtual classes, which are available in various formats and cater todifferent language levels, are also an excellent way to practice speaking andlistening. These classes typically offer interactive activities to encouragespeaking and are often taught by native speakers. Both self-study and virtual class resources can be used tocomplement more conventional language tutoring, allowing students to acquire amore comprehensive knowledge and understanding of the language. Frenchlanguage tutoring can vary in cost depending on the type of tutoring, such aslanguage immersion and dialect differences. Generally speaking, tutoring feesrange from $15 to $50 per hour. Additionally, some tutors may offer discountsfor multiple hours of tutoring. Immersionclasses and audio courses can be effective ways to learn French quickly. Bothallow students to immerse themselves in the language, and audio courses can betailored to individual learning needs. Listening and speaking practice isessential for mastering French. Additionally, practice with written materialsand online resources can help. Frenchlanguage tutoring is suitable for people of all ages, as it promotes a thoroughcomprehension of the language through multilingualism and cultural immersion.By receiving tutoring, students can receive tailored instruction that enablesthem to advance at their own speed. Additionally, tutoring offers enjoyable andinteractive activities that help maintain their motivation. Theaverage length of a French language tutoring session varies depending on thetype of program and level of immersion. Structured classes generally lastbetween 1 and 3 hours, while immersive environments can range from 1 to 8hours. Yes,online French language tutoring is available, providing flexibility and accessto a range of learning materials. Online tutoring allows students to learn fromthe comfort of their own homes, making it easier to incorporate learning intotheir busy schedules. Tutors can offer guidance and support virtually, makingit a convenient and efficient method of learning. Learninga language can be a fulfilling and demanding experience. Taking French languagelessons can be a valuable addition to and support for this type of learning. Byunderstanding the advantages, difficulties, various forms, and alternatives totraditional tutoring, individuals can find the most suitable option for theirlanguage learning objectives. Itis also important to allocate time to prepare for tutoring sessions, identifyone's preferred learning style, and practice outside of the sessions with atutor. Lastly, using technology can be an excellent way to enhance one'slanguage tutoring sessions. With the right resources and tools, individuals caneffectively achieve their goals in learning the French language.

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Developing gratitude in your pre-schooler Your preschooler is full of curiosity and bursting with potential, always ready to explore the world around them, so how can you help them discover gratitude that will last? We're already role modelling by teaching the magic words like "please" and "thank you". But actions speak louder than words, and genuine gratitude comes from acts that preschoolers can adopt without knowing their hidden learning objectives. There is magic in everyday tasks that are just chores for us, but when young children do them, they are engaged in an important type of play that helps them understand the world around them - pretend play. The repeated experience, carried out autonomously, encourages the formation of neural pathways and synapses, as Montessori describes in the following quote: In Montessori environments, everyday tasks, called practical life activities, are purposeful activities woven into the curriculum. Parents may question, "Why is my child wiping the tables and sweeping up? I'm paying for them to do chores in class." Children learn how to pour milk or water and simultaneously learn patience, coordination, and the satisfaction of mastering a new skill (along with maths and pre-literacy skills). They don't just dust shelves - they learn responsibility, care for their environment, and the simple joy of contributing to a shared space. These seemingly ordinary tasks are called "work" in the Montessori classroom, but your child would be engrossed in pretend play when they use these activities. While your child works, the activities become the building blocks for crucial PSED skills in your child's environment: - Self-confidence: When your child masters a task, from zipping a jacket to carrying a tray without spilling, it becomes a victory, boosting their self-esteem and fostering a sense of "I can do it!" - Independence: When your child learns to solve problems independently, from choosing cleaning tools to figuring out how to tie their shoes, it gives a sense of agency, empowers them and encourages initiative. - Empathy and Care: When your child takes care of the classroom (or a space at home), from watering plants to setting the table, it teaches them to think beyond themselves and care for their environment and others. - Emotional Regulation: When your child is pouring and scooping, these activities involve focus and control, developing their patience, concentration, and self-regulation skills. All practical life activities go beyond PSED and become the basis for developing genuine gratitude. Children who learn to button their coats discover the joy of independence and appreciate the help they used to need in the past. They enjoy the table set because they understand the effort involved in setting the table. They become grateful for their food because they helped prepare it. Genuine gratitude isn't forced or instilled through instruction. Instead, it blossoms naturally through hands-on experiences. Children learn to connect their actions to their needs and appreciate the efforts of others that contribute to their well-being. Developing gratitude takes time and patience. The beauty is that children enjoy the process rather than the end result, so you'll find them spraying and polishing that window for a long time! The benefit of mastering practical life activities is more than just the development of skills to care for themselves and their environment; it is also a love for the world around them, leading to true thankfulness. The impact of practical life activities develops helpful, mindful individuals who understand the value of contribution and appreciate the little things in life. So, when you see a child carefully polishing a mirror or arranging flowers in a vase, remember, that's not just an adorable moment. It's a spark of PSED igniting, a seed of gratitude taking root and the potential to build a generation of grateful, independent, and caring individuals ready to contribute to a brighter future. If you'd like to cultivate these skills in your home, start small and the simpler, the better. Important note: no expensive "Montessori toys" are needed, just everything you have at home. Introduce age-appropriate tasks like pouring water, sorting laundry - (matching socks can be fun!), or helping to set the table. Role modelling is critical to motivating your child to participate in practical life activities because children love to imitate! Need more help with how to get started? Try these ten ideas you can do at home today. Set up a pouring station with water, rice, or beans. Provide different-sized containers and let them practice pouring from one to another. This helps develop hand-eye coordination and concentration. Involve them in simple food prep tasks like washing vegetables, mixing ingredients for baking, or spreading toppings on bread. This fosters independence and fine motor skills. Encourage them to dress and undress independently. Practice buttoning, zipping, and tying shoelaces. This promotes self-care and enhances fine motor skills. Teach your child to dust surfaces, sweep floors with a child-sized broom, or wipe spills with a cloth. Engaging in these tasks instils responsibility and a sense of order. Plant seeds or small plants in pots. Allow them to water the plants regularly, observe growth, and care for the garden. This activity teaches patience, nurturing, and appreciation for nature. Provide a variety of objects for sorting by colour, shape, or size. They can also match socks, sort cutlery, or organize toys into categories, enhancing classification skills. Teach them how to set the meal table - placing utensils, plates, and napkins. This teaches orderliness and prepares them for mealtime routines. Offer opportunities for creative expression through drawing, painting, cutting, and pasting. Let them explore different textures and materials to help unlock their creative flair. Introduce simple sewing activities using blunt needles and yarn or threading beads onto strings. This improves hand-eye coordination and fine motor skills. Assign them responsibilities for caring for pets (under supervision) or plants. Feeding pets or watering plants regularly instils empathy and a sense of nurturing. Getting involved in practical life activities develops empathy, so celebrate their efforts with phrases like "You did that yourself" or "You did it!" and provide gentle guidance and motivation by role modelling. Children need regular hands-on learning experiences, but remember, it's not about perfection in buttoning a coat or dusting a shelf for your little one. It's about the process that will nurture self-confidence and strengthen emotional intelligence and empathy, which are connected to gratitude. So, the next time your child engages in practical life activities, note that they are developing feelings that lead to appreciation for the little things that make life meaningful.

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Clinical Skills Training Phase 1 clinical skills will be in 3 distinct segments: The initial part of the course will be presented during the first 18 weeks of Phase 1. During this period, students will learn to enable patient/family -centered therapeutic communication through creating effective dynamic interactions with patients, families, caregivers and everyone involved in the patient’s care. The foundational period learning objectives are essential for establishing rapport and trust, formulating a diagnosis, delivering information, striving for mutual understanding and facilitating a shared plan of care. The goal is to create equitable care for everyone (family/patient centered care). The student will develop the basic knowledge, skills and attitudes necessary for interacting with a patient, developing a therapeutic relationship, gathering information, performing a basic physical exam and problem-solving. This will utilize standardized patients, real patient, small group workshops, and simulation. The clinical skills training is tightly aligned with the skills students will need in their Human Dimension activities as well. During the following 12 months students will learn more detailed aspects of the physical exam and specific symptom presentations in small group settings with standardized patients and task trainers as the primary teaching methodology. These sessions will be coordinated with the content students are learning in the Systems blocks of the SSR courses, so that common clinical problems are being addressed in their clinical and scientific contexts. All students will have a longitudinal 1:1 clinical mentor for their longitudinal clinical experience in Phase 1. These will take place in the outpatient primary care setting, and will provide students the opportunity to apply and integrate the knowledge and skills they are learning throughout the Phase 1 curriculum.

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In today’s fast-paced, technology-driven world, nurturing STEM (Science, Technology, Engineering, and Mathematics) skills in children from an early age has become increasingly crucial. Robots have emerged as powerful tools for promoting STEM learning while also encouraging creativity and innovation. This article explores the world of educational robots specifically tailored for 10-year-olds, aiming to help parents and educators make informed choices when selecting the best robotic learning tools. Robots offer numerous benefits for 10-year-olds, including the development of problem-solving skills, the enhancement of creativity and innovation, fostering critical thinking, and building proficiency in coding and programming. These skills are essential for success in the 21st century, as they prepare children to navigate an ever-evolving technological landscape. When choosing robots for 10-year-olds, it’s essential to consider factors such as age-appropriateness, durability, safety, educational value, and budget-friendly options. This article will provide recommendations for top robots, such as LEGO Mindstorms EV3, Dash and Dot by Wonder Workshop, Ozobot Bit, and Botley 2.0 by Learning Resources, discussing their features, capabilities, and the educational benefits they offer. Moreover, parental involvement and support play a critical role in a child’s STEM journey. We will discuss the ways in which parents can encourage and guide their children in using robots for educational purposes. This includes tips for choosing the right robot for your child and balancing screen time with hands-on, real-world play. The Importance of STEM Education for Children STEM education, which encompasses Science, Technology, Engineering, and Mathematics, holds immense significance for children in today’s increasingly technology-driven world. This form of education plays a pivotal role in equipping young learners with the skills, knowledge, and mindset necessary to thrive in the 21st century. Several key reasons highlight the importance of STEM education toys for kids: Fostering Critical Thinking and Problem-Solving: STEM education encourages children to think critically and solve complex problems. It promotes an analytical mindset that is invaluable in various aspects of life, from everyday challenges to future careers. Preparing for the Digital Age: In an era defined by rapid technological advancements, digital literacy and technological fluency are paramount. STEM education provides children with the foundational skills needed to navigate an increasingly digital world. Promoting Innovation and Creativity: STEM subjects inspire creativity and innovation. By engaging in hands-on experiments and projects, children learn to explore, experiment, and invent, thereby nurturing their inventive capacities. Meeting Future Workforce Demands: Many of the fastest-growing job sectors require STEM-related skills. Preparing children with a strong STEM foundation ensures they are well-positioned to excel in future careers in fields like artificial intelligence, robotics, healthcare, and engineering. Addressing Global Challenges: STEM education is instrumental in addressing global challenges such as climate change, healthcare, and sustainability. It empowers young minds to devise solutions to complex problems that affect our planet. In essence, STEM education empowers children with the tools and knowledge they need to succeed in a rapidly evolving world. It not only enriches their academic experience but also nurtures skills and qualities that are essential for personal growth, career success, and addressing the challenges of our time. Benefits of Robotics for 13+Year-Olds The benefits of introducing robotics toys 13+ year-olds are multifaceted and extend beyond the realm of play. Here, we explore how robotics can significantly contribute to the cognitive and educational development of children in this age group. Developing Problem-Solving Skills: Robotics challenges 13+ year-olds to solve problems, often involving trial and error. This hands-on experience teaches them to think critically and analytically, honing their ability to tackle complex issues in various areas of life. Enhancing Creativity and Innovation: Building and programming robots encourages creativity. Children can customize and personalize their robots, fostering innovation as they experiment with new ideas and solutions. Fostering Critical Thinking: Robotics often involves intricate tasks that require logical thinking and planning. Young learners must strategize and make decisions, which fosters the development of critical thinking skills that can be applied across different subjects and real-world scenarios. Building Coding and Programming Proficiency: Learning to code and program robots not only imparts valuable technological skills but also promotes a deeper understanding of computational thinking. This knowledge is transferable and can be beneficial in various STEM-related fields. Increasing Engagement with STEM Subjects: Robotics creates an exciting and hands-on way to engage with STEM subjects. By making these subjects more accessible and enjoyable, children are more likely to develop a lasting interest in science, technology, engineering, and mathematics. Overall, robotics for 13+ year-olds offers a unique blend of education and entertainment, fostering critical skills that will serve them well in school and life beyond. It’s a dynamic tool for introducing young learners to the world of STEM and nurturing their problem-solving abilities, creativity, critical thinking, and technological proficiency. Factors to Consider When Choosing Robots for 10-Year-Olds Selecting the right robot for an 10-year-old child is a decision that should be made thoughtfully, taking several important factors into account to ensure a positive and educational experience. Here are the key factors to consider when choosing robots for 10-year-olds: Age-Appropriateness: Ensure that the robot you choose is suitable for an 10-year-old’s cognitive and motor skills. Look for age recommendations provided by the manufacturer to avoid frustration or safety concerns. Durability and Safety: Kids can be rough with their toys, so opt for a robot that is sturdy and built to withstand the wear and tear of play. Additionally, consider safety features like rounded edges and non-toxic materials. Educational Value: Evaluate the robot’s educational potential. It should offer more than just entertainment. Look for robots that can teach coding, problem-solving, and other STEM education toys for kids-related skills, aligning with your educational goals for your child. Ease of Use: Robots designed for children should be user-friendly with intuitive controls. The learning curve should be gradual and not overly complex for an 10-year-old to grasp. Interactivity: Consider the level of interaction the robot offers. Some robots can respond to voice commands, have sensors, or offer various modes of play, providing a more engaging and dynamic experience. Cost: Robots come in a range of price points. Set a budget, but keep in mind that investing in a high-quality, educational robot can be a valuable long-term investment in your child’s development. Reviews and Recommendations: Research and read reviews from parents and educators who have experience with the robot you’re considering. Their insights can provide valuable information about a robot’s performance and suitability for 10-year-olds. By carefully assessing these factors, you can make an informed decision when selecting a robot for your 10-year-old. The right choice will provide an enjoyable and educational experience that aligns with your child’s developmental needs and interests. Top Robot Recommendations for 10-Year-Olds Choosing the best robot for an 10-year-old involves considering factors like age-appropriateness, educational value, and durability. Here, we offer recommendations for some of the top robots that meet these criteria and are well-suited for young learners: LEGO Mindstorms EV3: LEGO Mindstorms is a versatile robotics kit that combines the fun of building with LEGO bricks and the educational benefits of coding and programming. It allows children to construct and program their own robots, fostering creativity and problem-solving skills. With a wide range of sensors and motors, it’s an excellent choice for 10-year-olds to explore robotics and STEM concepts. Dash and Dot by Wonder Workshop: Dash and Dot are a pair of friendly robots designed to introduce coding to kids in an engaging way. They offer a variety of accessories and challenges, making learning fun and interactive. These robots are known for their durability and adaptability, making them suitable for young learners. Ozobot Bit: Ozobot Bit is a tiny, programmable robot that can follow lines drawn on paper or screens. It’s an excellent choice for young children as it combines physical and digital play. Kids can code the robot by drawing lines and using color codes, which is a great introduction to programming concepts. Botley 2.0 by Learning Resources: Botley 2.0 is a screen-free coding robot that comes with a remote control and coding cards. It’s designed to teach early coding and programming skills through a hands-on approach, making it accessible and engaging for 10-year-olds. Each of these robots has its own unique features and educational benefits, allowing parents and educators to choose the one that best aligns with their child’s interests and learning goals. They offer a fantastic way for 10-year-olds to explore the exciting world of robotics, coding, and STEM in a fun and educational manner. Parental Involvement and Support Parental involvement and support are pivotal when introducing robotics and STEM learning to 10-year-olds. Parents play a crucial role in guiding and nurturing their child’s exploration of these educational tools. Here’s how parents can be actively engaged and provide the necessary support: Selection Assistance: Parents can help their child choose the right robot based on their interests and abilities. By considering factors like age-appropriateness and educational value, parents can ensure the selected robot aligns with their child’s developmental needs. Setting Learning Goals: Establish clear learning objectives with your child. Discuss what they hope to achieve with the robot, whether it’s learning coding, problem-solving, or other STEM skills. Setting goals provides direction and motivation. Monitoring and Supervision: While 10-year-olds can be fairly independent, parents should still monitor their child’s interactions with the robot, ensuring a safe and appropriate usage. This can also be an opportunity for parents to offer guidance when needed. Encouragement and Patience: STEM learning can involve trial and error. Parents should encourage their child’s persistence, celebrate their successes, and provide support during challenges. Patience is key, as it allows children to build problem-solving skills and resilience. Participation and Collaboration: Parents can participate in robotics activities with their child, making it a shared learning experience. Collaboration fosters a deeper bond and allows parents to model problem-solving strategies and effective learning techniques. Balancing Screen Time: While robotics involve technology, parents should ensure a balance between screen time and hands-on play. Encourage physical activity, outdoor play, and face-to-face interactions to maintain a healthy balance. Seeking Additional Resources: Explore educational resources, tutorials, and workshops related to the chosen robot. Many manufacturers and online communities offer guidance and materials to enhance learning. Overall, parental involvement and support are instrumental in maximizing the educational benefits of robotics for 10-year-olds. By actively participating in their child’s STEM journey, parents can foster a love for learning, problem-solving, and creativity, ensuring a fulfilling and enriching experience. Educational Resources and Accessories Educational resources and accessories can greatly enhance a child’s experience with robotic toys and provide additional avenues for learning and exploration. Here, we explore the various tools and materials that can complement a child’s engagement with robotics: Additional Learning Materials: Many robot manufacturers offer supplementary materials, such as activity books, online tutorials, and instructional guides. These resources can help children and parents understand the robot’s capabilities and explore various educational projects. Expansion Packs: Some robots have expansion packs or add-on kits available. These kits can include extra sensors, components, and challenges, allowing children to take their robotics skills to the next level and embark on more complex projects. Online Tutorials and Communities: The internet is a treasure trove of educational resources for robot enthusiasts. Online tutorials, video guides, and forums provide valuable insights, tips, and step-by-step instructions for specific robot models. Engaging with online communities can also encourage knowledge sharing and creative problem-solving. Coding Platforms: Many robots are compatible with coding platforms designed for children, such as Scratch, Blockly, or Python-based interfaces. These platforms make learning to code more accessible and enjoyable, helping children grasp programming concepts. 3D Printing and DIY Materials: For more advanced young robotics enthusiasts, 3D printing and do-it-yourself (DIY) materials allow them to design and create custom parts for their robots, fostering creativity and engineering skills. Spare Parts and Repair Kits: Accidents happen, and robots may require maintenance. Having access to spare parts and repair kits can teach children basic troubleshooting and problem-solving skills, as they learn to fix and maintain their robots. These educational resources and accessories not only enhance the learning experience but also encourage children to delve deeper into STEM subjects. They provide opportunities for hands-on experimentation, problem-solving, and creative exploration, allowing 10-year-olds to make the most of their robotics journey and develop valuable skills for the future.

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Integrating content and language learning Let’s CLIL In Idães! is a school project integrated in a national programme English Bilingual Schools Program (PEBI). The project supports the use of flipped classroom and Content and Language Integrated Learning (CLIL) methods to promote autonomous learning for students and formative assessment practices for teachers. The project has been successful in improving the English language skills of students and has received national attention in Portugal. Source: Dembowiak - Adobe Stock The policy context Portugal has been undergoing a process of curriculum redesign as well as a shift towards formative assessment. This is reflected in recent legislation and in new curriculum reference documents. Despite an increase in innovations in assessment practices in a few schools, including the use of digital technologies, it is a challenge to diagnose, improve, evaluate, and scale up these practices. In 2019-2020, Portugal implemented the MAIA Project to support formative assessment. MAIA is a research project at the national level which aims to improve the assessment of students’ learning in the classroom to help them to better succeed in their learning. In Portugal, teachers must participate in continuous professional development (CPD) events and/or activities to progress in their career. They are expected to take part in at least 50 hours of training, half of which focus on the scientific and pedagogical dimension (for example, a teacher of English as a Foreign Language would want to choose English Language Teaching CPD events and/or activities). Training in formative assessment within the MAIA Project is in line with what is advocated by the current education policy in terms of responding to the need for training teachers in formative assessment methods, techniques, and tools. The Escola Básica e Secundária de Idães is a kindergarten to secondary school with a high proportion of socio-economically disadvantaged students. The school has been developing projects that promote interdisciplinary collaboration and autonomy. The school developed a KA1 ERASMUS+ Project called “Let’s CLIL in Idães”. This became part of the English Bilingual Schools Program (PEBI) which is coordinated by the Ministry of Education, through the Directorate-General for Education (DGE) and the British Council Portugal. Using the Content and Language Integrated Learning (CLIL) method, the project aims to motivate students for more effective English language learning, by teaching content from different subjects in English. CLIL is the umbrella term describing both learning another (content) subject such as physics or geography (or in this case study, sport) through the medium of a foreign language and learning a foreign language by studying a content-based subject. It is particularly useful in schools developing cross-curricular activities. The project also supports the implementation of the flipped classroom practice in which learning activities take place at home followed by in-school lessons and making use of digital resources for digital formative assessment (DFA). The project also encourages using digital tools because they are effective and enable assessment to take place quickly, as teachers spend less time on direct observation and recording by hand on rubrics. This is especially helpful when the teacher needs to directly observe the performance of students in a physical education class, as in the example activity further below. Some of the core objectives of the Erasmus+ project “Let’s CLIL in Idães” : - Improve the level of key competences of teachers to cope with the social, cultural, and linguistic diversity - Make the school linguistically and methodologically able to implement activities of job shadowing - Improve students’ language skills - Increase the students’ success in content subjects To disseminate teachers’ experiences and material and online events, the project created a group at the eTwinning platform. eTwinning is a community of schools for Europe that offers a platform for teachers and school staff working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share with schools in other eTwinning countries. The project started during the academic year 2016/2017 and teachers participating in the project received training on CLIL. For instance, twenty teachers attended five training courses in the period of January 2019 to February 2020. These events were hosted by Peeter Mahisto and Tuula Asikainen, teacher trainers who are experts in CLIL. The objectives of the trainings were to gain insights into CLIL and formative assessment, learn new scaffolding strategies and develop and share materials. For instance, for content scaffolding, teachers can reduce the number of facts/tasks presented at a time, use analogies, and make connections to students’ lives. For language scaffolding, teachers can shorten sentences, make students write their own definitions and use nouns instead of pronouns. The teachers attending the courses also learned for instance, about negotiating decisions on the learning process with students and giving them the chance to make choices. After attending these courses, the teachers developed dissemination activities, mainly web conferences to share their knowledge about CLIL. Teacher Joana Faria was one of these teachers who shared her example activity below. Research – Flipped classroom The flipped classroom design is a student-centred instructional method, in which students learn material outside of classroom hours and engage in group activities, discussions, practical work and projects in the classroom (video in English by Schell & Julie). This student-centered approach can increase student engagement and empower them in their learning. It is called “flipped” because what is normally done as homework swaps places with teacher instruction done in the classroom (Bergman & Sams, 2012). There is a shift in learning culture, from a teacher-centred to a student-centred classroom, where in-class time is meant for exploring topics in greater depth and creating richer learning opportunities (Hamdan et al., 2013). The challenges faced by the school included raising student achievement in knowledge-based subjects, improving students’ (and teachers’) English language skills, and developing teachers’ competences and skills to cope with social, cultural, and linguistic diversity. The school seeks to introduce new pedagogies, notably supporting learning at home. Learning at home can encourage students to take more responsibility for their own learning, using mobile devices, adapted to each student’s learning preferences, and shifting teachers’ focus from summative to formative assessment. There were mainly several factors that supported the implementation of the CLIL project. First, the school leaders support projects like “Let’s CLIL in Idães!” because they improve the school’s performance. The school allows student access to online content via their mobile phone and home access to learning resources. After using these apps, students realise that a mobile device can be a tool that can help them complete and stay on top of their classwork. Second, training activities/qualification courses were provided for teachers on flipped classroom, digital apps, and mobile learning thanks to having a teacher Daniela Guimarães who is an expert in this area. Third, after attending one of these courses, one of the school teachers, Joana Alice Marques Faria, wrote her activities as a teaching scenario to share with other teachers (see example below). The school encourages and guides the teaching staff on trying innovative methods and digital tools for implementing formative assessment. Tasks are designed to promote individual autonomy, enabling each student to manage their own learning. Teachers act as learning mediators and facilitators, giving clues, promoting reflection, assessing students’ knowledge and needs. Teachers are used to sharing materials they create with colleagues inside and outside the school, so that they can be used by anyone, for instance, notably through the eTwinning platform. Furthermore, this approach met the current needs of students who are surrounded by technology. The CLIL activities are designed in a way that is meaningful, with precise instructions, allowing students to develop their digital and collaborative skills. Learning during the activity is an interactive process, which creates a safe environment where students do not experience negative feelings like failure, and if they do, this can be addressed by the teacher. Research – Mobile learning Mobile learning can be an effective approach to support situated learning. It can offer the flexibility to organise indoor and outdoor activities, as well as physical education classes as in the example activity by teacher Joana Faria. However, as Santos, Cook and Hernández-Leo (2015) emphasise, mobile learning is most effective when it incorporates real-life learning objects and activities (e.g., bird watching, activities using a GPS tracker, etc.) to enable students to have more meaningful interactions with their peers, the learning material and the environment. They also note that on top of scaffolding by the teacher or peers, digital scaffolding can support learner self-assessment. Mobile learning in this way can improve student achievement (e.g., Hwang & Chang, 2011). Teacher Joana Faria designed a flipped classroom and CLIL activity combining physical education and English as a foreign language. She divided the class into a pre-class, in-class, and after-class stage. The teacher first emailed instructions and materials to 7th grade students, including QR codes and clues to discover a hidden word, a Padlet linking to instructional YouTube videos, a worksheet with the learning objectives and English-Portuguese vocabulary related to hurdling. Students worked on all tasks on their own, at their own pace during two weeks. The class at school began with an online quiz for a formative assessment using the Plickers app for students to assess what they had studied at home. During the lesson students worked collaboratively on the different activities, competing in groups. For instance, the first student ran over the obstacles, thinking about which leg they led with. Afterwards, the next student picked the mobile phone and read the QR code (terms/pictures in Portuguese) and matched it with the corresponding English term. Teachers and students constructed the criteria of assessment together. First, they choose the type of work (presentation, quiz) that they want to develop. Then, they set the topics and determine the duration of the activity. They also chose the specific vocabulary they must use. The teacher organised the lesson according to the results of the first quiz. She made work groups by combining more proficient with less proficient students. She asked students what tasks they have done, made them visualise the videos calling their attention to the topics of which they show less knowledge. At the end of the lesson, the groups were given 5 to 10 minutes to present the discussed concepts. Each group assessed each other’s presentations to better understand the topic. This type of interaction created a more meaningful learning environment. After this, the teacher used a second multiple-choice quiz and students were shown the graphic representation of their results at the beginning and at the end of the lesson. Since the students are asked to co-construct the learning objectives and success criteria, they feel more responsible for their own results. The digital tools also helped making the activities more inclusive. For instance, in this physical education class, it was not possible for two students to cross over the hurdles since one student moves in a wheelchair and the other one suffers from hemiparesis (incomplete paralysis of the nerves or muscles in one of the sides of the body). Therefore, the activities were adapted: the hurdles were set at 20 cm. The student used the wheelchair and crossed over the barrier. Afterwards, the student picked the mobile phone (which was on a chair and not on a mattress) and read the QR codes (terms/our pictures in Portuguese) and matched them with the corresponding English term. Online quizzes allow teachers to assess students’ progress in real time and without pressuring students. They feel like it is a game, while they are also using their knowledge. Like teacher Joana Faria, teachers can use the results of such online quizzes for formative assessment and change their class activities. They can reflect on what is happening during a specific class activity and make sure that students understand it. This can also help teachers adapt better to students with low linguistic proficiency. After each class teachers can do their own assessment of the students’ development. This way, they will plan subsequent activities considering the knowledge level of students and their real needs at that moment, so that they can enjoy meaningful learning experiences. Figure 1 A Plickers answer card. The student needs to rotate the card in a way that her answer of choice (A-B-C-D) is on top Three classes participated in the first academic year of the project and participation gradually increased each year (Figure 1). The project was a success from the beginning and received the attention of the media: “Expresso de Felgueiras”, a local newspaper, Agência Lusa, a national news agency, TSF, a radio station and RTP 1 and Porto Canal, two TV channels. There have been 21 CLIL classes (from kindergarten to 9th grade) and 25 teachers involved in the project during the school year of 2020/2021. A school survey indicated that students liked participating in the project, because it was an effective way to learn vocabulary (47%) and a different learning process (36%) and classes were more dynamic (18%). Many students wanted to have CLIL classes. After dealing with these digital tools in physical education classes, students started to use them in other contexts. For instance, they filmed their dialogues or built their own PowerPoints or online quizzes and created their own QR codes. They learnt to be autonomous, which helped them cope with the lockdown due to COVID-19. Student grades have also improved compared to previous years. Figure 2 Student results (presented as a percentage score) in English as a foreign language before and after the implementation of the project “Let’s CLIL in Idães” Although time spent is worthwhile, digital learning can take time to prepare for teachers. Teachers must take the time master the app they are using and build the teaching materials. Teachers also have the challenge to keep up with the pace of change in the digital world. They need to make a continuous effort to adapt to changes in existing digital tools as well as new tools. It might be challenging to maintain a stable internet connection for outdoor or physical education activities (e.g. sports hall). There can also be technical issues during the class that the teacher should be ready to solve, for example, when a file has not been saved or cannot be shared online with other students due to a technical problem or students’ lack of digital knowledge. A challenge to organising a flipped classroom for teachers is the lack of resources of students from families with economic difficulties who do not have an internet connection or digital devices. The project “Let’s CLIL in Idães” has been successful in improving students’ language skills with the support of CLIL, flipped classroom and DFA. The next step is a discussion with teachers and students on how much progress has been made in all aspects. The improvement in students’ learning and their thoughts about the CLIL activities should be recorded and disseminated to colleagues and other students. This would encourage more teachers to take up CLIL, and students who are trying CLIL for the first time to participate actively. Students must become aware that this type of activity demands their involvement and their responsibility for their own learning. More activities should be created to involve more teachers in the use of digital formative assessment (DFA) and CLIL. The school board should also promote the training of the teaching staff in this area so that they can understand the importance of DFA and CLIL. In the future, the teachers will extend CLIL activities to other subjects, to make students take responsibility for the construction of their own learning. Regardless of the subject, the success of a CLIL activity as this one depends on the teachers carefully preparing the activities, selecting the tools to use and organising students’ activities. Ultimately, students should be the main builders of their knowledge.

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What Does Upskilling Mean? Are you feeling overwhelmed with the constant changes in the job market? Are you worried about falling behind in your career? Then the concept of upskilling is more important than ever. In this article, we will explore the meaning of upskilling and how it can benefit you in today’s fast-paced world. What Is Upskilling? Upskilling refers to the process of acquiring new skills or improving existing ones in order to adapt to changes in the job market or workplace demands. This can involve obtaining competencies that are highly sought after in order to increase employability and advance one’s career. Both employers and individuals often engage in upskilling to remain competitive and up-to-date in their industries. This process can include: - Formal education - Vocational training - Participation in professional development programs Why Is Upskilling Important? Upskilling is crucial for professional growth as it improves competencies, adaptability, and productivity. It also ensures relevance in evolving industries and increases employability, making individuals valuable assets to employers. Additionally, upskilling promotes a proactive approach to career development and enhances job satisfaction. To effectively upskill, individuals can explore online courses, attend workshops, seek mentorship, and engage in continuous learning within their field. What Are The Benefits Of Upskilling? The advantages of upskilling include: - Improved employability - Career progression - Greater earning potential - Job satisfaction By gaining new skills, individuals can adjust to technological advancements, increase productivity, and remain competitive in the job market. Pro-tip: Continuously reassess your skills to identify areas for enhancement and stay ahead in your field. How To Upskill Yourself? Upskilling has become a vital aspect of personal and professional growth in today’s fast-paced world. It refers to the continuous development and improvement of one’s skills and knowledge. So, how can you upskill yourself and stay ahead in your career? In this section, we will discuss five steps to help you effectively upskill yourself. From identifying your skill gaps to utilizing online resources and attending workshops, we will cover various strategies to help you reach your upskilling goals. 1. Identify Your Skill Gaps - Evaluate your current skills and knowledge to identify areas that may need improvement. - Seek feedback from colleagues, managers, or mentors to gain insights into potential areas for development. - Utilize self-assessment tools or professional assessments to pinpoint specific skill gaps. - Compare your skills with industry standards to determine areas that may require enhancement. Once you have identified your skill gaps, create a personalized development plan to systematically address these areas. Consider seeking relevant courses or mentorship to effectively bridge any identified gaps. 2. Set Goals For Your Upskilling - Define your objectives clearly, aligning them with your career aspirations and the skills demanded in your field. - Set Goals For Your Upskilling, by creating a timeline to achieve your goals and breaking them down into short-term and long-term targets. - Ensure your goals are measurable, enabling you to track progress and make adjustments when necessary. - Seek feedback from mentors or industry experts to validate the relevance and effectiveness of your upskilling objectives. 3. Choose The Right Training Program - Research: Explore available programs, considering your industry and skill gap. - Accreditation: Ensure the program is recognized and accredited by relevant institutions or organizations. - Content: Assess the curriculum, ensuring it aligns with your learning objectives and provides updated industry knowledge. - Delivery: Choose between in-person, online, or blended learning based on your schedule and learning style. - Reviews: Read testimonials and reviews from previous participants to gauge the program’s effectiveness. When selecting the right training program, it’s crucial to conduct thorough research, assessing accreditation, content, delivery, and reviews to make an informed decision that aligns with your upskilling goals. 4. Utilize Online Resources - Identify reputable online platforms such as Coursera, Udemy, or LinkedIn Learning. - Assess the course content and reviews to ensure relevance and quality. - Consider free or low-cost options and seek scholarships or employer sponsorship. - Allocate dedicated time for learning and create a conducive study environment. - Engage with online communities and forums to maximize learning and networking opportunities. In a rapidly evolving digital landscape, utilizing online resources is crucial for effective upskilling. 5. Attend Workshops And Conferences - Research: Identify relevant workshops and conferences in your industry and make plans to attend them. - Networking: Engage with professionals to gain insights and build connections that can be beneficial to your career. - Prepare: Review materials and develop specific objectives for attending each workshop or conference. - Participate: Actively engage in discussions, ask questions, and seek feedback to make the most out of the event. - Reflect: After the event, evaluate key takeaways and implement newfound knowledge to improve your skills and knowledge in the industry. What Are The Different Types Of Upskilling? Upskilling has become a buzzword in the professional world, but what does it actually involve? In this section, we will explore the various types of upskilling and how they can enhance your career prospects. From technical upskilling to soft skills upskilling, management upskilling to industry-specific upskilling, we will discuss the different focus areas and benefits of each type. So, let’s dive into the world of upskilling and discover how it can help you reach your professional goals. 1. Technical Upskilling - Evaluate Current Skills: Identify specific technical skills that need improvement, such as programming languages, data analysis, or IT systems management. - Set Clear Goals: Define what proficiency level you want to achieve and in what timeframe. - Research Training Options: Look for online courses, workshops, or certification programs related to your chosen technical skill. - Practice Regularly: Dedicate time to regularly practicing the technical skill to ensure retention and mastery. - Seek Feedback: Engage in projects or seek mentorship to receive constructive criticism and improve your technical upskilling. 2. Soft Skills Upskilling - Identify the soft skills you want to enhance, such as communication, teamwork, or adaptability. - Set clear objectives for your 2. soft skills upskilling, establishing measurable goals and timelines. - Choose suitable training programs tailored to improving specific soft skills, like leadership or emotional intelligence workshops. - Utilize online resources like TED Talks or Coursera for flexible and diverse soft skills development. - Attend industry-relevant workshops and conferences to network and learn from experts in your field. When aiming to enhance your 2. soft skills upskilling, focus on active listening, empathetic communication, and constructive feedback for a holistic approach. 3. Management Upskilling - Evaluate current skill set to identify areas in need of improvement for management upskilling. - Set specific goals for developing management skills, such as enhancing team leadership or decision-making abilities. - Choose suitable training programs focused on enhancing managerial skills, such as leadership development or project management courses. - Utilize online resources, such as webinars, podcasts, or e-learning platforms, that specialize in management training. - Participate in workshops, seminars, or industry conferences that target management upskilling. 4. Industry-Specific Upskilling - Identify skill gaps specific to the industry by analyzing current job requirements. - Research industry trends and technological advancements to determine relevant skills needed. - Enroll in specialized courses or certifications tailored to the specific industry needs. - Participate in workshops, seminars, or networking events specific to the industry to stay updated. What Are The Challenges Of Upskilling? In today’s fast-paced and ever-changing job market, upskilling has become a necessary tool for career growth and staying relevant. However, the process of upskilling is not without its challenges. In this section, we will discuss the various challenges that individuals may face when trying to upskill themselves. From time constraints to financial limitations to lack of support from employers, we will explore the obstacles that may hinder someone’s upskilling journey. 1. Time Constraints - Assess current commitments and obligations causing time constraints. - Prioritize upskilling by allocating specific time slots for learning. - Utilize breaks or commute time for micro-learning sessions. - Consider online courses for flexibility in learning schedules. To overcome time constraints, people can also negotiate flexible work hours or use weekends for upskilling. 2. Financial Constraints Financial constraints can be a major obstacle when it comes to upskilling. Fortunately, there are strategies that can help overcome this challenge. One option is to explore free or low-cost online courses and resources. Additionally, individuals can look into scholarships, grants, or employer-sponsored programs to ease the financial burden. Another possibility is to consider part-time or flexible learning options in order to balance upskilling with work commitments. Employers can also play a role in supporting their employees by offering financial assistance, flexible work arrangements, or bonuses tied to skills development. 3. Lack Of Support From Employer - Educate employers about the benefits of upskilling to motivate support. - Communicate with HR or management to address the lack of support from the employer for training programs. - Seek out mentorship or coaching to enhance skills despite limited employer support. It’s important for employees to advocate for their professional development and seek opportunities to upskill, despite facing a lack of support from their employer. How Can Employers Encourage Upskilling? Upskilling has become an essential aspect of professional growth in today’s rapidly evolving job market. As employers, it is crucial to support and encourage upskilling among employees to stay competitive and relevant. In this section, we will discuss various ways in which employers can promote upskilling within their organizations. From offering training programs to creating a culture of learning, we’ll explore practical strategies that can help employees develop new skills and advance in their careers. 1. Offer Training Programs - Assess Needs: Identify skill gaps and areas for improvement. - Curate Content: Select or develop training materials relevant to employees’ roles. - Implement Programs: Offer a variety of training initiatives, such as workshops, e-learning, and mentorship, to employees. - Evaluate Progress: Regularly review the effectiveness of the programs through feedback and assessment. 2. Provide Financial Support - Reimburse Tuition: Offer to reimburse tuition or certification costs for relevant courses or programs. - Education Stipend: Provide a monthly or yearly stipend for employees to spend on upskilling endeavors. - Scholarships: Establish a scholarship program to financially aid employees pursuing further education or training. - Tuition Assistance: Implement a tuition assistance program to provide financial support by covering a percentage of educational expenses for qualified courses. 3. Create A Culture Of Learning - Lead by Example: Management should actively engage in learning and development activities, setting a precedent for all employees to create a culture of learning. - Provide Resources: Offer access to educational materials, mentorship programs, and learning platforms to facilitate continuous learning and foster a culture of growth. - Encourage Knowledge Sharing: Foster an environment where employees are motivated to share their expertise and learn from others to promote a culture of learning. - Support Personal Development Plans: Assist employees in creating individualized plans for upskilling and provide the necessary resources to achieve these goals and cultivate a culture of continuous learning. 4. Recognize And Reward Upskilling Efforts - Acknowledge and appreciate employees’ commitment to enhancing their skills by recognizing and rewarding their upskilling efforts. - Implement a rewards system, such as promotions, bonuses, or salary increases, for employees who successfully complete upskilling programs. - Inspire others and foster a culture of continuous learning by publicly recognizing employees who have completed upskilling programs. - Reward employees’ upskilling efforts and application of newly acquired skills by offering opportunities for career advancement or expanded responsibilities. Frequently Asked Questions What Does Upskilling Mean? Upskilling refers to the process of learning new skills or improving existing ones to enhance your abilities, knowledge, and job prospects. Why is upskilling important? Upskilling is important because it helps individuals stay competitive in the job market, adapt to changing industry trends, and advance in their careers. How can I upskill myself? You can upskill yourself by taking classes, attending workshops or conferences, participating in online courses, or seeking mentorship and on-the-job training. What are the benefits of upskilling? Some benefits of upskilling include increased job opportunities, higher earning potential, improved job satisfaction, and personal growth and development. Is upskilling only for individuals in certain industries? No, upskilling is beneficial for individuals in all industries. Every profession requires continuous learning and skill development to keep up with the evolving work landscape. Can upskilling benefit my company or organization? Yes, upskilling can benefit companies by improving employee productivity and efficiency, fostering a culture of innovation and growth, and staying competitive in the market.

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Giving women a second chance Despite some progress in the participation of women in education at the global level, there remains an acute gap in the provision of adult learning and education for women affected by crisis and gender, economic and racial inequality. The Second Chance Education (SCE) programme (2018–2024) supports women from indigenous, refugee, displaced and low-income groups who have missed out on education and are at risk of being left behind. It provides them with a second chance to access learning and training opportunities and find pathways to empowerment. The SCE programme has been piloted in Australia, Cameroon, Chile, India, Jordan and Mexico, reaching over 75,921 women by December 2023 with an estimated 220,170 people benefiting indirectly. Through local organisations, the SCE programme gives women support that is tailored to their needs as learners and earners. It helps women get back into formal education, offers face-to-face training in practical skills and entrepreneurship, and provides support for independent learning. Millions of women whose education has been cut short by humanitarian crisis, poverty, early marriage or pregnancy, and discriminatory norms continue to miss out, unable to pursue their professional and personal aspirations. Despite increasing recognition of the value of adult learning and education, investment remains insufficient and participation is lowest among those who have not had the benefit of education in their childhood. Marginalized women are being left behind. Further, investment in adult education and learning has limited impact unless accompanied by efforts to break down the barriers that prevent women accessing it. In particular, discriminatory norms sideline women from entering the digital world to learn online. Women who are excluded from the digital world cannot access opportunities for online learning nor the other benefits of digital inclusion. The SCE programme was created to fill the learning and support gaps for women who have missed out. Over the pilot phase from 2019 to 2023, implementing organizations in the pilot countries have worked within a shared theory of change to establish a common framework that can be applied across multiple contexts. The framework is represented by SCE's signature features, shown in the image. See the SCE Signature Features brochure in UN Women's digital library for more information. By December 2023, over 55,000 women had graduated from the programme, with over 35,000 earning an income. The majority of these (57%) earn through self-employment or entrepreneurship, with 43% earning income through employment. In addition to the employment, entrepreneurship and return to education pathways, all participants benefit from the gender-transformative life skills component, which for many women has a life-changing impact. It enables them to develop self-confidence, their sense of agency and aspirations aligned with their interests, skills and circumstances. Crucially, SCE has introduced tens of thousands of women to online learning and the digital world for the first time, with over 40,000 online registrants by December 2023. Nearly 220,170 people are estimated to have benefited from the programme indirectly as members of an SCE participant's household.

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From immersive language programs to cultural exchanges, there are numerous opportunities for language learners to practice English in a real-world setting. We’ll explore how to find the best language schools, connect with local communities like www.cambridge.ua, and make the most of your travel experience to enhance your English proficiency. Whether you’re planning a short vacation or a long-term journey, these tips will not only help you communicate effectively but also allow you to build confidence in using English in various situations. So get ready to explore the world while mastering English along the way! The Benefits Of Learning English While Traveling Traveling provides a unique opportunity for language learners to immerse themselves in an English-speaking environment. Engaging with mother-language speakers daily allows you to practice your English skills naturally and authentically. Here are some key benefits of learning English while traveling: - Language Immersion: Being surrounded by English speakers forces you to use the language in real-life situations. This immersion accelerates your language-learning process and helps you become more comfortable with English. - Cultural Understanding: Traveling exposes you to different cultures and ways of life. By interacting with locals, you not only practice your English but also gain insights into the culture, customs, and traditions of English-speaking countries. - Building Confidence: Speaking English with native talkers helps boost your confidence. As you navigate through various situations, such as ordering food, asking for directions, or engaging in conversations, you’ll become more self-assured in your language abilities. - Expanding Vocabulary: Traveling exposes you to new words, phrases, and expressions that you may not encounter in a classroom setting. You’ll have the opportunity to learn colloquialisms and idiomatic expressions that are commonly used in everyday English. Common Challenges For Language Learners While Traveling While learning English while traveling can be an exciting adventure, it also comes with its own set of challenges. Here are some common obstacles language learners may face and how to overcome them: - Language Barriers: One of the most obvious challenges is the language barrier. Not everyone you encounter will speak English fluently, and communication may be difficult at times. However, don’t let this discourage you. Embrace the challenge and use it as an opportunity to practice your English in a more creative and resourceful way. - Fear of Making Mistakes: Many language learners are afraid of making mistakes when speaking in English. Remember that making mistakes is a natural part of the learning process. Native speakers appreciate the effort and are often willing to help you improve. Don’t be afraid to make mistakes and keep practicing. - Limited Vocabulary: In the early stages of learning English, you may have a limited vocabulary. This can make it challenging to express yourself fully. However, don’t let this hold you back. Focus on using the words you do know and gradually expand your vocabulary as you learn new words and phrases during your travels. Practice active listening and take note of new words you encounter. - Understanding Different Accents: English is spoken with various accents around the world, and understanding different accents can be challenging, especially if you’re accustomed to a specific accent. Be patient with yourself and listen carefully. Over time, your listening skills will improve, and you’ll become more adept at understanding different accents. Tips For Practicing English While Traveling To make the most of your travel experience and enhance your English language skills, here are some practical tips for practicing English while on the go: - Engage in Conversations: Strike up conversations with locals, fellow travelers, and English-speaking tourists. Don’t shy away from social interactions. Engaging in conversations will not only enhance your communication skills but also increase your vulnerability to different accents and vocabulary. - Join Language Exchange Meetups: Look for language exchange meetups or conversation clubs in the area where you’re traveling. These meetups provide an opportunity to meet local English speakers who are interested in language exchange. You can practice your English while helping them with their native language. - Watch English Movies and TV Shows: Take advantage of downtime during your travels to watch English movies and TV shows. This is going to help you improve your listening skills and put you in front of different accents, vocabulary, and cultural references. - Keep a Travel Journal: Maintain a travel journal in English. Write about your experiences, observations, and interactions in English. This will not only improve your writing flair but also serve as a record of your travel memories. - Use English in Everyday Situations: Whenever possible, use English to order food, ask for directions, or interact with locals. Even if they speak your native language, try to communicate in English. This will give you more practice and help build your confidence. - Binge-Hear English Podcasts: Hearing English podcasts repeatedly on various topics of interest can certainly help you. This will boost your listening comprehension skills and make you more vulnerable to different vocabulary and accents. - Take Language Learning Apps With You: Download language learning apps such as Memrise, Duolingo, and Babbel on your mobile device. These apps provide interactive lessons and allow you to practice English on the go. - Read English Books or Magazines: Carry a book or magazine in English with you during your travels. Reading will help improve your vocabulary and comprehension skills. By incorporating these tips into your travel routine, you’ll be able to practice and improve your English language skills while enjoying your travel adventures. Immersion Activities To Improve English Skills To accelerate your English language learning, consider participating in immersion activities that provide an intensive language learning experience. Here are some popular immersion activities for language learners: - Homestays: Stay with a local host family who speaks English as their native language. This allows you to live and interact with native speakers on a daily basis, providing an immersive language learning experience. - Volunteer Work: Engage in volunteer work in English-speaking communities. This not only allows you to contribute to a meaningful cause but also provides opportunities to practice your English with locals and other volunteers. - Language Schools: Enroll in a language school or program specifically made for travelers. These schools offer intensive English courses that focus on improving your listening, speaking, reading, and writing skills. - Language Exchanges: Participate in language exchange programs where you might meet locals who are willing to learn your vernacular language. This offers a great opportunity for language learners to practice English while helping others with their language skills. - Cultural Workshops: Attend cultural workshops or events where you can learn about the local culture while practicing your English. This could include cooking classes, art workshops, or traditional music and dance lessons. Finding Language Exchange Partners While Traveling Language exchange partners can be a valuable resource for practicing your English while traveling. Here are some ways to find language exchange partners in your travel destination: - Online Language Exchange Platforms: Use online language exchange platforms such as ConversationExchange, Tandem, or HelloTalk to find language partners in your destination. These platforms connect language learners from around the world who are interested in practicing different languages. - Local Language Exchange Meetups: Attend local language exchange meetups or conversation clubs in your travel destination. These events bring together language learners who are interested in practicing different languages. It’s a great way to meet locals and make new friends. - Social Media Groups: Join social media groups or communities dedicated to language exchange or language learning in your travel destination. These groups often organize language exchange events or provide a platform for language learners to connect. - Language Schools: Contact local language schools or programs in your travel destination and inquire about language exchange opportunities. Some language schools organize language exchange programs or can connect you with local language learners who are interested in practicing English. By finding language exchange partners, you’ll be able to practice English along with hometown speakers, learn about the local culture, and make meaningful connections with locals. Using Language Learning Apps And Resources On The Go Technology has made language learning more accessible and convenient than ever. Here are some language learning apps and resources you can use on the go to enhance your English language skills: - Duolingo: Duolingo is a popular language learning app that offers interactive lessons in English. It covers various language skills such as listening, speaking, reading, and writing. The app provides bite-sized lessons that are perfect for learning on the go. - Babbel: Babbel is another language learning app that offers English courses for travelers. It focuses on practical conversation skills and provides interactive exercises and dialogues to help you improve your English proficiency. - Memrise: Memrise is a language learning app that uses spaced repetition and mnemonic techniques to help you remember vocabulary and phrases. It offers English courses for different proficiency levels and covers a wide range of topics. - TED Talks: TED Talks cover a wide range of topics and are available with English subtitles. Listening to TED Talks in English can help improve your listening skills, expand your vocabulary, and expose you to multiple accents and ideas. - Online Language Learning Platforms: Numerous online language learning platforms such as FluentU, iTalki, or Preply offer one-on-one language lessons with native English speakers. These platforms allow you to schedule lessons according to your travel itinerary and provide personalized language instruction. By incorporating these language learning apps and resources into your travel routine, you’ll be able to continue practicing English even when you’re on the move. English Language Schools And Programs For Travelers If you’re looking for a more structured approach to learning English while traveling, enrolling in an English language school or program can provide a focused and intensive language learning experience. Here are some options to consider: - Intensive English Courses: Many language schools offer intensive English courses that cater to travelers. These courses focus on improving your listening, speaking, reading, and writing skills through interactive lessons, language practice, and cultural activities. - English for Specific Purposes: Some language schools offer English courses tailored to specific purposes such as business English, academic English, or English for tourism. These courses provide specialized language skills and vocabulary relevant to your travel goals. - English Language Certifications: If you’re looking to validate your English language proficiency, you can consider taking English language certification exams such as TOEFL or IELTS. These certifications are recognized globally and can be useful for academic or professional purposes. - Study Abroad Programs: Universities and educational institutions often offer study abroad programs that combine English language courses with cultural immersion. These programs allow you to experience life as a student in an English-speaking country while improving your language skills. When choosing an English language school or program, consider factors such as location, reputation, accreditation, teaching methodology, and student reviews. Research your options and select a program that aligns with your learning objectives and travel plans. Cultural Immersion And Language Learning Cultural immersion plays a significant role in language learning. Here are some ways to immerse yourself in the local culture and enhance your English language skills: - Explore Local Attractions: Visit museums, art galleries, historical sites, and other attractions in your travel destination. Read about them in English and engage with the English-speaking guides to learn more about the cultural significance. - Attend Local Events: Look for local events, festivals, or cultural performances happening during your visit. Participate in these events and interact with locals to learn about their traditions, customs, and way of life. - Try Local Cuisine: Explore the local food scene and try traditional dishes. Engage with restaurant staff and locals to learn about the ingredients, cooking techniques, and cultural significance of the dishes. - Join Cultural Workshops: Participate in cultural workshops or classes that teach traditional arts, crafts, music, or dance. These activities provide a hands-on experience and allow you to interact with locals who share their cultural knowledge. By immersing yourself in the local culture, you’ll not only enhance your English language abilities but also gain a deeper understanding and appreciation of the English-speaking country you’re exploring. Overcoming Language Barriers While Traveling While language barriers can be challenging, there are several strategies you can employ to overcome them and effectively communicate in English while traveling: - Use Basic English Phrases: Learn and practice basic English phrases that are commonly used in everyday situations. This will assist you to navigate through essential interactions such as ordering food, asking for directions, or seeking assistance. - Use Visual Aids: Utilize visual aids such as maps, pictures, or gestures to convey your message when words fail. Visual aids can bridge the communication gap and help you get your point across. - Be Patient and Persistent: Don’t get discouraged if you’re not understood immediately. Be patient and persistent in expressing yourself. Take your time, speak clearly, and use simple language. - Learn Local Customs: Familiarize yourself with the local customs and cultural norms of the English-speaking country you’re visiting. This will help you understand social cues and communicate more effectively. - Use Technology: Take advantage of translation apps or online translation tools when faced with complex or unfamiliar vocabulary. However, use them sparingly to avoid relying too heavily on technology. By employing these strategies, you’ll be able to navigate through language barriers and effectively communicate in English, even in challenging situations. Conclusion: How Traveling Can Enhance Your English Language Skills Traveling provides a unique opportunity for language learners to enhance their English language skills while exploring the world. By immersing yourself in an English-speaking environment, indulging in conversations, participating in immersion activities, and utilizing language learning apps and resources, you can effectively practice and improve your English proficiency. While there may be challenges along the way, such as language barriers or fear of making mistakes, remember that every interaction is an opportunity to learn and grow. Embrace the journey, be open to new experiences, and have fun while mastering.

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2.3 – Who is the Customer? Most people understand education as a domain populated by “teachers” and “students”, not “customers”. In fact, even the concept of “customer” is difficult in traditional educational settings that attempt to appear free of commercialism. This sensitivity is particularly acute within learning companies because almost always, somewhere in the company, it is usually believed that the product or service is being created for the student. The juxtaposition of “student” and “customer” is especially troublesome. Yet education isn’t like a retail establishment or a mall. If a customer is the person who actually opens their wallet to pay you, or who owns the final decision to cut you a cheque for payment, such people are often difficult to identify and track down in educational systems. They are very seldom the student. This simple revelation triggers a set of complex considerations that are largely unique to the education marketplace. Failure to understand them is one of the frustrations that often leads to the failure of ventures here. Academic Markets as Special Cases The student=customer problem is generally resolved by students never seeing price tags. In both K-12 and corporate systems almost all purchasing is done by the institution or corporation, usually by people who will never even meet the students. Sometimes it is the instructor that makes the buying decisions, but most often it is somebody much further away from the classroom. In K-12, for example, these decisions might be made at the school level, by a principal or learning materials specialist, but school systems tend to leverage their buying power and pedagogical directions across larger numbers of schools. Decisions are typically made by a district and/or a state/province by people or committees specifically assigned to achieve this leverage. More rarely, the customer is even someone on a national or multinational stage. A simple generalization is that the larger the price tag, the further the buying decision is from the classroom. Teachers generally have extremely small budgets, so if you’re trying to sell something worth many thousands of dollars it will be unusual for your customer to be a teacher or principal. And the situation may be constantly changing. Over time, most school systems tend to ride a pendulum swinging between highly-centralized purchasing (advantages of buying power and uniformity) and de-centralized purchasing (advantages in addressing local needs). Quite literally you could have a decision that was in a teacher’s hands one year escalate to a national bureaucrat the next. Some product decisions might be local and others remote. For example, the decision about a textbook resource being made by the teacher one year might be replaced by a region-wide decision for an online resource the next, while the professional development or training related to the implementation of that resource remains a local decision. No two regions will make the decisions in the same way, or at the same phase of the pendulum cycle. An essential part of the customer-identification process is recognizing these levels and cycles. Successful learning companies invest lots of money in people who remain in touch with the system and can always identify the customer. The K-12 system is unusually complex with respect to purchasing, but even in post-secondary and adult learning, where it might appear that the student is buying, their decision is traditionally only to purchase a program and/or an academic brand. The actual components of the program – the textbooks, learning materials, etc. – are usually decided by the instructor in consultation with the institution. As another example, consider the tension on a university campus where the traditional autonomy of individual departmental or faculty curriculum committees in determining learning resources (that potentially could lead to many different platforms and management systems) is challenged by the institution’s need for consistency and interoperability. Buyers, End Users and Learners Every learning venture must clearly differentiate distinct strategies for reaching the “customer”, the “end user”, and the “learner” of their products or services. The customers open their wallets, the end-users open the package, and the learners open their minds. For example, suppose you’ve developed some brilliant content with rock-solid pedagogy and thoroughly engaging interactive design. You’re enormously proud of this accomplishment and know it will make an amazing difference to the quality of the learning experience for the students. When you develop your marketing materials there’s no point in emphasizing content and design if your customer is a district or state official whose only interests will be price and accountability. For them, you describe how your product will economically deliver better results in standardized testing scenarios. If you get that right, they might buy it. When you package this great product there’s no point in talking about standardized testing or interactive design if the end user is a teacher whose only interest is to find something to make teaching easier. For them you describe all the support features and the simplicity of implementation. If you get that right, they might open the package. And when you design the learning interface for the product there’s no point in describing the testing and teaching support systems when the learner’s only interest is to be finished. For them you find the fastest way to get them engaged. If you get that right, they might open their minds. Sometimes, when you’re very, very lucky, the customer, end-user and learner for your product are all the same person. Far too many ventures don’t have that luck, don’t consider these implications, and fail – despite having that brilliant product. Teachers, Technologists and Administrators Especially true for learning technology ventures, the customer is not always one person. Again using K-12 as an example, most school districts have traditionally made their technology purchasing decisions in an entirely different place, and with different people, than their curriculum purchasing decisions. Depending on the complexity of the product and the technological sophistication of the school system, an learning technology purchase could involve sets of people who don’t even interact on a day-to-day basis, each having largely distinct cultures, processes, budgets and decision cycles within the system. The learning technology venture then has to determine if the best strategy is to convene all the key people for a joint purchasing decision or to “sell” one of them well enough that they will champion a decision with their colleagues. This is another example why customer identification and engagement has been such a human-intensive activity for successful companies within educational systems. Purchasers and Investors If the customer is somebody who opens their wallet to allow a venture to exist, then most ventures will have different categories of customer at different times. For example, by this definition any investor in your venture is a “customer”. This is true whether these “investing customers” are venture capitalists, angels, government agencies, school principals, institutional vice presidents, or friends. The primary investing customer could even be yourself. Every source of financial or in-kind contribution to your success should be accounted and treated as a true customer, meaning that they have an expectation of receiving some product, value or return related to their investment. Explicitly identifying all of your “paying” and “investing” customers, accurately understanding their separate expectations, and professionally communicating and delivering against those expectations, is known as “fulfillment”. Clearly fulfillment is more than handing over a product and pocketing some cash. In education, as in other sectors, a useful strategy for a start-up venture is to first acquire a hybrid purchaser/investor, often referred to as a “lead customer”. This is a purchaser with a distinctly identified need (a “pain point”) for your innovative product or service, who is willing to work with you to prove your concept. Their ‘investment’ is the risk they take in working with you; their benefit is getting a solution to the problem at little or no cost. Your benefit is having a happy first customer to help attract others. The Customer is the Venture In the next section you will see why we have Face 3 (below) of the “Cube”, our framework for describing ventures. When you identify your paying customer as somebody far removed from the learner then you typically have a very small number of customers and very large price tags. This defines a very precise set of strategies with respect to marketing and sales. When you identify the customer as the learner or the teacher then you typically have a very large number of customers and very small price tags. This defines a completely different set of strategies with respect to marketing and sales, and therefore a completely different venture. We’ll explore this further in the activities that follow.

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eLearning is a vast field and often takes different shapes, sizes and forms. And when we say forms it includes various technologies too. Most of us are well aware that eLearning can be anything from small video snippets to fully designed courses to interactives to games and simulations too. Most organizations however get started with eLearning without even taking the time to understand the basic difference between those. In this blog we would like to concentrate on simulations. Wikipedia defines Simulation as, "the imitation of the operation of a real-world process or system over time. The act of simulating something first requires that a model be developed; this model represents the key characteristics or behaviors/functions of the selected physical or abstract system or process". In simpler terms it is a replication of some system or process in a controlled environment where the users can experiment and learn. The next question that usually crosses one's mind is how to create a Simulation Based eLearning Course? The process of creating a simulation-based eLearning is quite similar to that of any eLearning course; however there are some aspects that need particular attention too. Below are the 7 key steps to be followed: - Identify the learning objective/goal - As with any eLearning course, it is essential to understand what outcomes or what learning is to be achieved using the simulation. For instance if you are to create a flight simulator the learning objective here would be gaining a clear understanding about the flight controls, few maneuvers etc. - Research/Content Gathering - Once the learning objective is set, start collecting all the information required to create the simulation. It's an evident fact that in order to create a simulation well you have to be well versed with the system yourself or need the help of someone who is. During this stage you can also conclude on the type of software/platform on which the simulation can be created, or choose an authoring tool that has the necessary capabilities (not many authoring tools have the capability though). - Model creation/Storyboarding – For any simulation to be created there ought to be proper planning. Based on the understanding of the system to be replicated, and the requirement gathering done, the instructional designers or SME's in some cases device a plan for presenting the process in the best way. - Prototyping - This is a crucial step and its success affects the success of the entire project. The various parameters that constitute the simulation are tried and validated here, its functioning verified and shortcomings analyzed, followed by modification of the model accordingly. - Actual Development - The actual simulation is created based on the prototype. This usually involves complex programming, based on the type of simulation being created. - Testing - Once the simulation is created, it is essential to test it from all angles including functionalities, parameters, cross check with planned aspects, language and usability too. The errors are logged and corrections done followed by yet another testing until all bugs are removed. - Deployment - The development process for any eLearning comes to an end with the deployment of the course on the platform/LMS of your choice, it is the same for simulations too. Always remember that no eLearning is created without a basic level of experience and more so when it comes to creating Simulation Based course. In-house content creation in such cases can be highly risky unless you have the necessary manpower and expertise. Most organizations opt to outsource such complex projects to experienced eLearning vendors instead. Hope this post provides better clarity about creation of simulation-based eLearning. Knowzies is known for its custom mobile learning solutions and mobile apps too. Feel free to contact us in case of any eLearning related queries. You can read more about How to create simulation based eLearning courses using Articulate Storyline.

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Social Studies is the study of people, places, and environments, enabling us to understand the relationship between human populations and the physical world. Human beings create, learn, share, and adapt to culture. Cultures are dynamic and change over time. Social studies in the Ladue School District strives to prepare the next generation of engaged and informed citizens who are contributing members of an interdependent world through: Critical and reflective thinking Personal and civic decisions based on multiple perspectives Skills necessary for lifelong learning and adaptability in a changing world Access the social studies learning objectives for each grade level. World History and Geography US International Relations: Post WWII

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‘Curriculum for teaching basic digital skills for adults’. It is an open educational resource that can be downloaded free of charge on the website of the Cypriot Ministry of Education, Sport and Youth. Curricula have been developed as part of government actions in the field of adult learning for the period 2014-2020 to promote basic digital skills in adults. The development of curricula co-financed by Erasmus+ was managed by the University of Cyprus Frederick, which involved a number of partners from all over Europe, including: Ljudska univerza Ptuj in Slovenia, SOSU Østjylland (Aarhus High School, Denmark with a focus on vocational education), the training provider CEBANC in Spain, EOSA in Spain and the Greek Consultation Agency P-consulting. Aims and objectives Curricula have been developed with regard to adult educators, namely those teaching basic digital skills to adults, with little or no digital knowledge. It is a useful tool for adult education professionals wherever they are established – be they open schools, adult education institutions or non-formal education and training centres. It can also be used by teachers for adults with medium or higher levels of digital skills. The Cypriot education programme aims to provide an environment in which adults’ knowledge and skills in the use of technology can be assessed. In addition, it provides IT teachers with specific methods, techniques and exercises that they can use in each module and unit. It also supports the professional development of educators themselves, including their knowledge of the specific methods and techniques to be used, depending on the topic they teach. Why is it a good practice? When developing digital skills for adults, curricula shall take into account the need for practical skills that are in line with individual learning and career development objectives. Another objective is to improve thequality of life of adult learners while strengthening their IT skills in a wide range of modules: basic digital skills, Windows operating systems, Microsoft Office package, internet use, digital learning tools, use of mobile applications, social media networks and others. The curriculum is relevant with a clear structure that is easy to adapt. It includes three main levels (basic, medium and good) for defining basic digital skills. It is also high when we look at flexibility and accessibility: each level shall be divided into less than 90 minutes. This means that the framework can be adapted, used and accessible to different educators, as well as replicating other contexts and regions. This is also partly due to a broad target group, which the curricula include: in addition to adults with low, medium or higher digital skills, different groups can also be used to teach basic ICT knowledge, such as the general adult population, the elderly, people in rural and less connected areas, the unemployed, the digitally inactive, refugees, immigrants and asylum seekers. Finally, curricula for teaching basic digital skills for adults are a useful resource that focuses on specific parts of society that more often end up or are not excluded from digital life. One of the key examples is the elderly and the elderly, where the framework has brought considerable success in Cyprus and the focus should be on new legislation and guidance on teachers’ modules. Curricula also strongly support the development of digital skills in the education system and recognise the need for teachers to upskill and professionally develop their skills, especially in the context of their complex societal role.

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The heart of information literacy is contained within definitions used to describe it. Traditionally librarians have given ‘library induction’ or ‘library skills training’ in a limited role. Library users need to know where the catalogue is, what the services are, and most importantly where the inquiry desk is. This is not to reduce the value of traditional library induction, but libraries and information are also changing. The provision of information through a library in a traditional form has gone through radical alterations. Already in most library and information organizations staffs are adjusting their services with the provision of new media and access to information provision within these organizations. Thus librarians are talking about social inclusion, opportunity, life-long learning, information society and self development. A plethora of definitions for information literacy abound in books, journal papers and the web. Some of these definitions center on the activities of information literacy i.e. identifying the skills needed for successful literate functioning. Other definitions are based on the perspective of an information literate person i.e. trying to outline the concept of information literacy. Deriving therefore a single definition is a complex process of collecting together a set of ideas as to what might be, should be, or may be considered a part of information literacy. For example Weber and Johnson (2002) defined information literacy as the adoption of appropriate information behavior to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society. The American Library Association (2003) defined information literacy as a set of skills needed to find, retrieve, analyze, and use information. While CLIP (2004) defined information literacy as knowing when and why one needs information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Succinctly these definitions imply that information literacy requires not only knowledge but also skills in: • recognizing when information is needed; • resources available • locating information; • evaluating information; • using information; • ethics and responsibility of use of information; • how to communicate or share information; • how to manage information Given therefore the variety of definitions and implied explanation information literacy is a cluster of abilities that an individual can employ to cope with, and to take advantage of the unprecedented amount of information which surrounds us in our daily life and work. STRUCTURE OF THE EDUCATION SYSTEM Sierra Leone’s current educational system is composed of six years of formal primary education, three years of Junior Secondary School (JSS), three years Senior Secondary School (SSS) and four years of tertiary education-6-3-3-4. (The Professor Gbamanja Commission’s Report of 2010 recommended an additional year for SSS to become 6-3-4-4). The official age for primary school pupils is between six and eleven years. All pupils at the end of class six are required to take and pass the National Primary School Examinations designed by the West African Examinations Council (WAEC) to enable them proceed to the secondary school divided into Junior Secondary School(JSS) and Senior Secondary School (SSS). Each part has a final examination: the Basic Education Certificate Examinations (BECE) for the JSS, and the West African Senior Secondary School Certificate Examinations (WASSCE) for SSS, both conducted by WAEC. Successful candidates of WASSCE are admitted to tertiary institutions based on a number of subjects passed (GoSL,1995) The curriculum of primary schools emphasizes communication competence and the ability to understand and manipulate numbers. At the JSS level, the curriculum is general and comprehensive, encompassing the whole range of knowledge, attitudes and skills in cognitive, affect, and psychomotor domains. The core subjects of English, Mathematics, Science and Social studies are compulsory for all pupils. At the SSS level, the curriculum is determined by its nature (general or specialist), or its particular objectives. Pupils are offered a set of core (compulsory) subjects with optional subjects based on their specialization. Teaching is guided by the teaching syllabuses and influenced by the external examinations that pupils are required to take at the 3/ 4-year course. English is the language of instruction (GoSL,1995). The countries two universities, three polytechnics, and two teacher training colleges are responsible for the training of teachers in Sierra Leone. The Universities Act of 2004 provides for private universities so that these institutions too could help in the training of teachers. Programs range from the Teacher Certificate offered by the teacher training colleges to the Masters in Education offered by universities. Pre-service certification of teachers is the responsibility of the National Council for Technical, Vocational and Other Academic Awards (NCTVA). There is also an In-service Teacher Training program (Distance Education Program) conducted for teachers in part to reduce the number of untrained and unqualified teachers especially in the rural areas. LITERACY IN SIERRA LEONE In Sierra Leone as it is in most parts of the developing world literacy involves one’s ability to read, write and numeracy. It is the ability to function effectively in life contexts. A literate person is associated with the possession of skills and knowledge and how these could be applied within his local environment. For instance a literate person is believed to be able to apply chemical fertilizer to his crops, fill in a loans form, determine proper dosage of medicine, calculate cash cropping cost and profits, glean information from a newspaper, make out a bank deposit slip and understanding instructions and basic human rights. Literacy is at the heart of the country’s development goals and human rights (World Bank, 2007). Wherever practiced literacy activities are part of national and international strategies for improved education, human development and well-being. According to the 2013 United Nations Human Development Index Sierra Leone has a literacy rate of 34 %. Implicitly Sierra Leone is an oral society. And oral societies rely heavily on memory to transmit their values, laws, history, music, and culture whereas the written word allows infinite possibilities for transmission and therefore of active participation in communication. These possibilities are what make the goal of literacy crucial in society. In academic parlance literacy hinges on the printed word. Most pupils are formally introduced to print when they encounter schoolbook. School teachers in Sierra Leone continue to use textbooks in their teaching activities to convey content area information to pupils. It is no gainsaying that pupils neither maximise their learning potential nor read at levels necessary for understanding the type of materials teachers would like them to use. Thus the performance of pupils at internal and public examinations is disappointing. Further pupils’ continued queries in the library demonstrate that they do not only lack basic awareness of resources available in their different school libraries but also do not understand basic rudiments of how to source information and materials from these institutions. What is more worrisome is that pupils do not use appropriate reading skills and study strategies in learning. There is a dearth of reading culture in schools and this situation cuts across the fabric of society. In view of the current support the Ministry of Education, Science and Technology (MEST) to establish literacy standards in school this situation has proved frustrating as teachers do not know how to better help pupils to achieve this goal. Thus they look up to the school librarians to play a more proactive role. LITERACY DEMANDS ON SECONDARY SCHOOL PUPILS In everyday situations school pupils are expected to be able to identify and seek information they need. Providing a variety of reading and writing experiences using varied materials in the school library can help develop pupils’ literacy ability (Roe, Stoodt-Hill and Burns, 2004). The mode of assessment in schools in Sierra Leone includes class exercises, tests, written and practical assignments, as well as written examinations to see pupils through to their next levels. These pupils, for example, need to read content books and supplementary materials in school for homework. Pupils have even more literacy needs in their activities outside school. They need to read signs found in their communities, job applications, road maps and signs, labels on food and medicine, newspapers, public notices, bank statements, bills and many other functional materials. Failure to read and understand these materials can result in their committing traffic violations, having unpleasant reactions to food or medicine, becoming lost, losing employment opportunities and missing desirable programs. Equally so pupils need to write to their relatives and loved ones, instructions to people who are doing things for them, notes to themselves about tasks to be completed, phone messages for colleagues and many other items. Mistakes in these activities can have negative effects on them. Good literacy skills are especially important to pupils who plan to pursue higher education studies. The job market in the country calls for pupils to be literate. For instance most jobs advertised these days require people who have completed their JSS. The fact is that workers need to be able to understand graphic aids, categorized information and skim and scan to locate information. Also the nature of reading in the workplace generally involves locating information for immediate use and inferring information for problem solving. The reading and writing of a variety of documents like memos, manuals, letters, reports and instructions are necessary literacy skills in the workplace. SCHOOL LIBRARIES IN SIERRA LEONE School libraries in Sierra Leone are perceived as integral aspect of the county’s educational system. These institutions bring together four major components of the school community: the materials, pupils, teacher and library staff. The main purpose for the establishment of these institutions in schools is to complement the teaching/learning process, if not to support the curriculum. This purpose is achieved in two ways: by providing pupils with the means of finding whatever information they need; and by developing in pupils the habit of using books both for information and for pleasure. Pupils need information to help them with the subjects they learn in school. The textbooks they use and the notes they take in class can be an excellent foundation. They may also be sufficient for revision purposes. But these could not be enough to enable pupils to write good essays of their own or to carry out group projects. School libraries then are expected to complement this effort and therefore are perceived as learning centers. Pupils need information on subjects not taught in school. School libraries are looked upon as places pupils find information to help them in their school studies and personal development. Through these institutions pupils’ habit of using libraries for life-long education is not only developed but also school libraries could be used to improve pupils’ reading skills. In the school community both pupils and teachers use school libraries for leisure and recreational purpose and for career advancement. The culture of society is also transmitted through use of school libraries. Because of the important role school libraries play in the country’s educational system they are organized in such way that pupils as well as teachers can rely upon them for support in the teaching/learning process. Most of these institutions are managed by either a full-time staff often supervised by a senior teacher. Staffs use varied methods to promote their use including user education. JUSTIFYING THE LIBRARIAN’S INVOLVEMENT IN PROMOTING LITERACY IN SCHOOL A pre-requisite for the development of autonomous pupils through flexible resource-based learning approaches is that pupils master a set of skills which gradually enable them to take control of their own learning. Current emphasis in teaching in schools in Sierra Leone has shifted from “teacher-centred” to “pupil-centred” approach thereby making pupils to “learn how to learn” for themselves so that the integration of process skills into the design of the school curriculum becomes crucial (GoSL,1995). It is in this area of “learning” or “information literacy” skills that one can most clearly see the inter-relationship between the school curriculum and the school library. For pupils to become independent users of information and for this to occur it is vital that they are given the skills to learn how to find information, how to select what is relevant, and how to use it in the best way possible for their own particular needs and take responsibility for their own learning. As information literate, pupils will be able to manage information skillfully and efficiently in a variety of contexts. They will be capable of weighing information carefully and wisely to determine its quality (Marcum2002). Pupils do recognize that having good information is central to meeting the opportunity and challenges of day-to-day living. They are also aware of the importance of how researching across a variety of sources and formats to locate the best information to meet particular needs. Literacy activities in schools in Sierra Leone are the responsibility of content area teachers, reading consultants and school librarians. Of these the role of the school librarian is paramount. As specialist the school librarian is expected to provide assistance to pupils and teachers alike by locating materials in different subjects, and at different reading levels by making available materials that can be used for motivation and background reading. The school librarian is also expected to provide pupils with instructions in locating strategies related to the library such as doing online searches and skimming through printed reference materials. The librarian is expected to display printed materials within his purview, write specialised bibliographies and lists of addresses on specific subjects at the request of teachers. He should be able to provide pupils with direct assistance in finding and using appropriate materials; recreational reading can be fostered by the librarian’s book talks or attractive book displays on high-interest topics like HIV/AIDS, child abuse, child rights, human rights and poverty alleviation. In view of this the fundamental qualities expected of the good school librarian include knowledge of his collection and how to access it; ability to understand the needs of his users more so those of pupils; ability to communicate with pupils and adult users; and knowledge of information skills and how to use information. ROLE OF THE SCHOOL LIBRARIAN Pupils’ success in school depends to a large extent upon their ability to access, evaluate and use information. Providing access to information and resources is a long-standing responsibility of the school librarian. The school librarian should provide the leadership and expertise necessary to ensure that the library becomes integral in the instructional program of the school. In school the librarian is the information specialist, teacher and instructional consultant. He is the interface responsible for guiding pupils and teachers through the complex information resources housed in his library (Lenox and Walker, 1993). He is looked up to assist and guide numerous users in seeking to use and understand the resources and services of the library. In this respect the school librarian should inculcate in these users such skills as manual and online searching of information; use of equipment; developing critical skills for the organization, evaluation and use of information and ideas as integral part of the curriculum (Lonsdale, 2003). The school librarian should be aware of the range of available information retrieval systems, identify that most suitable to the needs of pupils and provide expertise in helping them become knowledgeable, if not comfortable, in their use. Since no library is self-sufficient the school librarian can network with information agencies, lending/renting materials and/or using electronic devises to transmit information (Tilke, 1998; 2002). As information specialist the school librarian should be able to share his expertise with those who may wish to know what information sources and/or learning materials are available to support a program of work. Such consultation should be offered to the whole school through the curriculum development committee or to individual subject teachers. The school librarian should take the lead in developing pupils’ information literacy skills by being involved with the school curriculum planning and providing a base of resources to meet its needs. He should be aware of key educational initiatives and their impact in teaching and learning; he should be familiar with teaching methods and learning styles in school; over all he should maintain an overview of information literacy program within the school (Herring, 1996; Kuhlthau, 2004). Kuhlthau (2004) opined that information seeking is a primary activity of life and that pupils seek information to deepen and broaden their understanding of the world around them. When therefore, information in school libraries is placed in a larger context of learning, pupils’ perspective becomes an essential component in information provision. The school librarian should ensure that skills, knowledge and attitude concerning information access, use and communication, are integral part of the school curriculum. Information skills are crucial in the life-long learning process of pupils. As short term objective the school librarian should provide a means of achieving learning objectives within the curriculum; as long term information skills have a direct impact on individual pupils’ ability to deal effectively with a changing environment. Therefore the school librarian should work in concert with teachers and administrators to define the scope and sequence of the information relevant to the school curriculum and ensure its integration throughout the instructional programs (Tilke, 2002; Birks and Hunt, 2003). Pupils should be encouraged to realize their potential as informed citizens who critically think and solve problems. In view of the relationship between the curriculum and school library, the librarian should serve on the curriculum committee ensuring that information access skills are incorporated into subject areas. The school librarian’s involvement in the curriculum development will permit him to provide advice on the use of a variety of instructional strategies such as learning centers and problem-solving software, effective in communicating content to pupils (Herring, 1996; Birks and Hunt, 2003). Literacy could be actively developed as pupils need access to specific resources, demonstrate understanding of their functionality and effective searching skills. In this regard pupils should be given basic instruction to the library, its facilities and services and subsequent use. Interactive teaching methods aimed at information literacy education should be conducted for the benefit of pupils. Teaching methods could include an outline of a variety of aides like quizzes and worksheets of differing complexity level to actively engage pupils in learning library skills and improving their information literacy. Classes should be divided into small groups so that pupils could have hands-on-experience using library resources. Where Internet services are available in the library online tutorials should be provided. Post session follow-up action will ensure that pupils receive hands-on-experience using library resources. Teaching methods should be constantly evaluated to identify flaws and improve on them. Further the school librarian should demonstrate willingness to support and value pupils in their use of the library through: provision of readers’ guides; brochures; book marks; library handbooks/guides; computerization of collection; helpful guiding throughout the library; and regular holding of book exhibitions and book fairs. Since there are community radio stations in the country the school librarian could buy air time to report library activities, resources and services. He can also communicate to pupils through update newspapers. Pupils could be encouraged to contribute articles on library development, book reviews and information about opening times and services. The school librarian could help pupils to form book and reading clubs, organize book weeks and book talks using visiting speakers and renowned writers to address pupils. Classes could also be allowed to visit the library to facilitate use. More importantly the school librarian should provide assistance to pupils in the use of technology to access information outside the library. He should offer pupils opportunities related to new technology, use and production of varied media formats, and laws and polices regarding information. In order to build a relevant resource base for the school community the librarian should constantly carry out needs assessment, comparing changing demands to available resources. The Internet is a vital source for promoting literacy in the school library. The school librarian should ensure that the library has a website that will serve as guide to relevant and authoritative sources and as a tool for learning whereby pupils and teachers are given opportunity to share ideas and solutions (Herring, 2003). Through the Internet pupils can browse the library website to learn how to search and develop information literacy skills. In order for pupils to tap up-to-date sources from the Net the school librarian should constantly update the home page, say on a daily basis, if necessary. Simultaneously the school librarian should avail to pupils and teachers sheets/guides to assist them in carrying out their own independent researches. He should give hands-on-experience training to users to share ideas with others through the formation of “lunch time” or “after school support groups”. Such activities could help pupils to develop ideas and searching information for a class topic and assignment. Even the location of the library has an impact in promoting literacy in school. The library should be centrally located, close to the maximum number of teaching areas. It should be able to seat at least ten per cent of school pupils at any given time, having a wide range of resources vital for teaching and learning programs offered in school. The library should be characterized by good signage for the benefit of pupil and teacher users with up-to-date displays to enhance the literacy skills of pupils and stimulating their intellectual curiosity. Indeed the promotion of literacy should be integral in the school curriculum and that the librarian should be able to play a leading role to ensure that the skills, knowledge and attitudes related to information access are inculcated in pupils and teachers alike as paramount users of the school library. But the attainment of this goal is dependent on a supportive school administration, always willing and ready to assist the library and its programs financially. To make the librarian more effective he should be given capacity building to meeting the challenges of changing times. American Library Association (2003). ‘Introduction to information literacy.’ Birks, J. & Hunt, F. (2003). Hands-on information literacy activities. London: Neal-Schumann. CLIP (2004).’Information Literacy: definition.’ GoSL (2010). Report of the Professor Gbamanja Commission of Inquiry into the Poor Performance of Pupils in the 2008 BECE and WASSCE Examinations (Unpublished). ___________(1995). New Education policy for Sierra Leone. Freetown: Department of Education. Herring, James E. (1996). Teaching information skills in schools. London: Library Association Publishing. __________________ (2003).The Internet and information skills: a guide for teachers and librarians. London: Facet Publishing. Kahlthau, C. C. (2004). Seeking meaning: a process approach to library and information services. 2nd. ed. London: Libraries Unlimited. Lenox, M. F. & Walker, M. L.(1993). ‘Information Literacy in the education process.’ The Educational Forum, 52 (2): 312-324. Lonsdale, Michael (2003). Impact of school libraries on student achievement: a review of research. Camberwell: Australian Council of Educational Research. Marcum, J. W. (2002). ‘ Rethinking Information Literacy,’ Library Quarterly, 72:1-26. Roe, Betty D., Stoodt-Hill & Burns, Paul C. (2004).Secondary School Literacy instruction: the content areas. Boston: Houghton Mifflin Company. Tilke, A. (1998). On-the-job sourcebook for school librarians. London: Library Association. _________ (2002). Managing your school library and information service: a practical handbook. London: Facet Publishing. Weber, S. & Johnston, B. ( 2002). ‘Assessment in the Information Literate University.’ Conference: Workshop 1st International Conference on IT and Information Literacy, 20th- 22nd. \March 2002, Glasgow, Scotland. Parallel Session 3, Thursday 21st March,2002. World Bank (2007). Education in Sierra Leone; present challenges, future opportunities. Washington,DC: World Bank.

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Considering the complex and rigorous academic environment nowadays, assessment has now become an essential aspect of a learning course. Today’s assessment is not just about how much students know but it is more about how well they know. This is also referred as Qualitative eLearning assessment that assists in evaluating the knowledge and proficiency of online learners. This assessment can be done in two ways. It can be done as a part of ongoing eLearning activities and teaching throughout the year, also known as formative assessment, or at the end of some particular and predetermined time in the academic year, also known as summative assessment. When you use different evaluation tools to measure the students’ achievement, it is not only indicative of individual student progress but it also helps in measuring how good your learning program is working. It tells you if the course is successfully fulfilling the learning objectives at all levels. The Innovative Assessment Design Traditional evaluation methods fail to evaluate the students’ achievement in terms of understanding. To mention the worst, many reports conclude that traditional, outdated and standardized assessment methods give rise to the following issues: - Drill and practice; - Rote learning; - Learning without inquiry-based; - The omission of content that cannot be evaluated in existing test format. For this reason, there is a dire need for qualitative and innovative eLearning measurement of students’ achievement. It is the assessment strategy that focuses on quality over quantity. When you incorporate qualitative eLearning assessment in the online course, it works beyond scratching the surface of eLearning course and lets you gauge the true depth of students’ learning. Let us have a look at some smart ways to gauge students’ achievement. These methods also motivate and encourage students to work hard, focus on self-improvement and to strive more. Innovative Ways to Measure Students’ Achievement Here are the smart ways to evaluate the student’s progress and level of understanding on an eLearning platform: With the technological advancement, the eLearning, as well as evaluation of students’ achievement, is done using different digital platforms and devices. To provide learners with a real-life experience and to give them a chance to fully apply their learning skills and resources, task-based simulations are used as the qualitative assessment strategy. Simulation provides experiential and practical knowledge. In this assessment method, a learner gets a chance to make the most of their skills and resources to fulfill a given task while being in a safe realistic/virtual environment. In other words, there are no real-world risks involved while proficiency can accurately be gauged. However, an accurate assessment is only possible when the simulation includes relevant images, background sounds, the right equipment, and software. For instance, if you want to gauge student on how they use their skills in an emergency situation or under pressure, the simulation must mimic every aspect of that scenario. This is an eLearning assessment form that enables learners to dig deeper into their understanding and formulate a response to fix a scenario then choosing an answer from a predefined one. This approach is the opposite of closed-ended questions. The best part of this assessment method is that it lets learners analyze a situation from all angles and stimulate them to apply all learned concept to reach the final answer. To reach the final answer, in their minds, they walk through different problems and solutions that build their communication, critical thinking and smart reasoning skills. Usually, these questions contain words like how, why, what, requiring longer and detailed perspective of the students. This assessment approach offers creative freedom. Most of the times, this type of assessment help students to let go of their believes and assumptions which hold them back. To compile accurate data or to streamline the assessment process, an instructor can also develop a rubric. Even if you take tests, quizzes or design different smart exercises for the evaluation of students’ achievement, the significance of the direct interaction between learners and students cannot be neglected. In an eLearning scenario, this one on one interaction can be in the form of audio and video teleconference session. This could also be in the form of online chat. This is also like an on-going assessment where you gauge the student’s understanding while providing them solutions or feedback in the real time. It helps encouraging students and in assisting them with certain improvement or problematic areas. Encourage students to make use of their strengths and recognize weaknesses. Offer them supplemental learning resources to facilitate online training. To make one on one session successful, prepare a list of question to judge the student’s knowledge. You can also host live webinars that will help students to interact with each other and discuss the subject. Regardless if we speak of the traditional classroom setup or online learning, one on one session is the most impactful way to assess while solving students’ learning concerns. Online Forums and Discussion Groups Nothing could be more impactful for students’ learning than sharing ideas, exploring subjects and discussing out details to improve their comprehension at a single platform. The benefits of discussion groups and online forums are part of every industry as it is one of the best ways to develop a deeper understanding of a subject. In fact, meaningful discussion occurs naturally on an online platform where some learners improve their learning while others reveal their knowledge. To assess the knowledge of students, instructors can use this platform to post questions or problem-solving scenarios. Instructors can also make participation in these online discussions mandatory. In this method of assessment, instructors’ best tool is to observe students activities and contribution, silently. Monitor which students are active participants in discussion groups and which don’t participate. Sometimes, students who do not participate in such online forums are not always the ones having lack of knowledge but they might also be the ones who avoid social activities or interactions. Group Projects and Peer-Based Feedbacks Just like group activities or exercises, group or collaborative projects are also a smart technique to evaluate students’ attitude, knowledge, and understanding of the subject, perceptions, and others. You may also incorporate peer-based eLearning feedback to receive qualitative data for assessment. The best way is to divide the students into groups and provide them with a prompt or topic as their project. This could be anything that requires group work like a video presentation. Students must be asked to create the finished product and solve the challenges involved in the project. However, the activity that set apart this assessment method from a basic group project activity is that students must observe their peers. For this, instructors can also provide them with a questionnaire or checklist that students must fill during the project. For instance, which student contributed the most? What are the weak areas and strengths of each student? To encourage students and to ensure their maximum participation, clear out activity guidelines in advance and let students know that they are being assessed individually and by other students. Scenario-Based Assessment and Case Studies This is not a new method of assessment but it is an inevitable one regardless if you are in a traditional classroom setup or conducting an online course. A problem-solving case study stimulates their critical and analytical thinking. This is one of the best ways to put students’ skills or learning to test. Case studies are part of every kind of learning all around the world. This is more like a basic version of the task-based stimulation. Case studies involve real-world examples that students must resolve using the learned skills and knowledge. An instructor must develop case studies that would allow the student to brainstorm the solution. It is not just about yes/no answer or to choose an answer from pre-determined answers. A case study is about reaching a logical conclusion by taking well-thought steps. The students must show their understanding and explain how they reached a conclusion and what makes them believe it to be the best approach. In brief, case studies enable instructors to measure the level of thought process put in by the student in reaching the end results. That is what strategy they followed and how they utilized their knowledge in the best possible manner. It is one of the most effective ways to increase students’ level of engagement and progress throughout the learning course. Qualitative Assessment is Better than Quantitative Assessment As you strive to craft the most effective assessment strategy to gauge student achievement, consider leveraging a wealth of innovative resources at your disposal. Embrace technological advancements and harness the power of online tools to create intelligent, learner-centric scenarios that cater to diverse educational needs. But how can you ensure the efficiency and real-time tracking of your efforts? Look no further than RG ANALYTICS, a cutting-edge tool designed by Raccoon Gang. It offers a new and powerful way to enhance your online courses through precise and in-depth analysis of learner completion. With RG ANALYTICS, you can closely monitor your course’s performance, making data-driven improvements to your online strategy. To design an effective online assessment: - Design a learner-centered assessment which includes self-reflection; - Include and design grading rubrics to measure contributions to the discussion and for projects, collaboration, and assignments; - Use assessment methods that perfectly fit the context and properly align with students’ learning objectives; - Design assessment that is easy to understand, clear and perfect for an online learning environment. One of the smartest ways to assess the students’ achievement is to use the previous feedback as the assessment tool. Once you know what didn’t work last time for a student, it will help you form new quizzes or assessment material to gauge the progress of students. Smart instructors use previous feedback technique to assess the effectiveness of their eLearning course. This will help ascertain what teaching methods or strategies they must use to improve students’ knowledge and understanding to meet the learning objectives. Are you an education professional seeking to elevate your pedagogical practices? Delve into our comprehensive article on ‘Adaptive Learning: A Revolution in Education.‘ This resource delves deep into the transformative potential of tailored educational methodologies, shedding light on its intricate methods and profound benefits. Ideal for educators, curriculum developers, and instructional designers, this article offers valuable insights into harnessing adaptive learning to meet diverse learning needs. In conclusion, the key to effective student assessment lies in your hands. Whether you opt for any intelligent assessment tools discussed above or blend these methods, the goal remains the same: to develop a precise and tailored assessment strategy. By doing so, you ensure that the assessment process aligns seamlessly with the unique learning needs of your students. Remember, a well-crafted assessment method doesn’t just measure achievement; it empowers students to showcase their knowledge and skills in the most meaningful way possible. Embrace these strategies, and you’ll unlock a world of educational possibilities where both educators and learners thrive. - The Innovative Assessment Design - Innovative Ways to Measure Students’ Achievement - Qualitative Assessment is Better than Quantitative Assessment

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This sample is all about: - The ten forces which influence the working and learning of training and development - Objective of training and development Training and development is a function in organisation where they aim to provide the better job performance to the candidates. Training and development is educational process which is concern with the gaining of knowledge, changing of attitudes to enhance the performance of the employees (Ehrhardt and et. al., 2011). In present assignment ten forces which influence the working and learning of employees has been described. Qantas airways which is largest airline by fleet size with international flights and destinations. The ten forces which influence the working and learning of training and development are as described below. Sustainability - The centre for sustainable design has designed the training and development programmes for the private and public organisation. In sustainability, training is delivered into three areas such as sustainability and marketing, sustainable product development and design,sustainable innovations. Globalisation – The work force of employees are affected by the globalisation policy. Through the training and development the managers of Qantas airways can provide the a focus on abstract concept which will clearly defines the roles of employees in company. Increased value placed on intangible assets and human capital – If the organisation is providing proper training and development programmes to employees then it will increased the value of goodwill of the firm in competitive market (Grohmann & Kauffeld, 2013). Focus on link to organisation strategy – At the work place the manager has to focus on the organisation strategies that which are using to provide better training to employees. The appropriate and best strategies must be used for improving the knowledge of employees. Qantas airways has to make proper strategies which should be link with the organisation objectives. Attracting and retaining talent – The managers have to retain the talent employees for a long period of time. For the organisation the manager can accurately find out the employees for the company need, provide the right programmes to develop them and offer the incentives and reward which keep them attracting and royal. Customer services and quality emphasis – The quality of service is critical for the organisation to retaining the customers and also to enhance the long term profitability. In order to ensure the quality of services it will also ensures about the customer satisfaction. Qantas air line have to ensure about that they are providing the quality of services which also does not affect the working of employees (Moser, 2012). Changing demographics and diversity of work force – The change in demographics is crucial for the enterprise success. The organisation have to conduct the proper programmes for the drastic changes in the ethic, age, population growth etc. and these are drastically change ahead for the workplace. Technology - Whenever there will change in the technologies Qantas airways has to provide proper training and development programmes so that they will aware about the new technologies. Through this they can increase the knowledge of employees and efficiency regarding their work at workplace. Economic growth – Whenever there will increase in the amount of products and services with the increase in population, the company have also to increase their prices there. The economic growth will increase the GDP of the country and employees will also improve their life style. The contribution of Qantas airways in economic growth is approximately 0.7% . High performance models of work system – High performance work system are those group which are separated but they are interconnected with the human resource practices. The proper training and development programmes enhance the employees effectiveness for the achievement of business goals (Rooney, 2010). Through the employees get motivated, skills are improved and get the more opportunities to perform their work in efficient manner. From the above ten forces, high performance models of work system and customers services and quality emphasis is most important at the work place. Through the high performance models of work system, Qantas airways can provide the proper training and development programme to the employees which will increase their skills and knowledge regarding the work. Through this will provide the quality of services to customers which will also satisfy their needs. On the other hand, in customer services the manager must be ensure bout the providing the quality of services which will retain the customers for a long period of time. If the employees are not performing their task properly it can be happen because of they are not satisfy with their jobs and this may be fault of organisation. The organisation should stop on blaming the employees but they have to adopt the proper system of work which will also improve the performance, behaviours and attitudes of employees. The development of training is important which will help the employees for the improvement of their skills and knowledge which will help them to improve their performance for better performing of their roles in organisation. Qantas airways has to develop the skills of leadership through the adopting of different leadership styles. It will help the employees who are working in team for improving the knowledge (Salas and et. al., 2012). In team there is always a one leader who guides the other members. If there is an effective communication in team the employees can easily share their issues which are related with their problems. Through this the organisation will also able to came to know about the where training programmes are needed. Objective of training and development Training design process can be understood when there is clear objective has been produced by the company. Through training it clearly defines the goals of Qantas airways which have to be achieved by end of the training programmes. The phase of developing the training involves the determining the evaluation procedure, learning objectives, planning steps for the achievement of business goals and so on. The environmental forces affects the organisation in providing the different types of services according to the customer needs. It affects the operational activities which are performing by the companies in order to achieve their targets. The company have to provide the services according to the needs of customers which are changing from time to time. Australian organisations are affected by these forces because they have to provide the services according to the customers needs or which are highly in demand. The organisation have to conduct the proper market research to identify those sources which can directly and indirectly impact on the organisation objectives (Truitt, 2011). In modern era, Australian organisation have to provide the proper training and development programmes to employees according to the needs of customers so that they can retain for a long period of time. These organisation have to set proper strategies and should be implemented when it is required so that organisation can maintain their good reputation in competitive market. The environmental forces includes the economic, political, demographics, culture factors which influence the objectives and targets of the company. The organisation have to analyse these factors time to time so that they can provide quality of services and products to customers to satisfy their demands. Strategic training helps the employees and other members of the organisation to accomplish the goals which are set by the company in appropriate manner. Strategic training gives the numerous advantage to the organisation. Training requires the different strategies such as concentration, internal growth, external growth and disinvestment. Through the strategic training the organisation can achieve the long term goals and can get the success in competitive market (Wilson, 2014). The high authority of Qantas airways has to provide the proper training to staff, employees which will describe the goals of the company. Through the training they will improve their performance and increase the knowledge which for performing the specific task in appropriate manner. The training should be provided while considering the environmental forces so the employees will aware about these forces and can perform or provide the better quality of services to customers for retaining them for a long period of time (STRATEGIC TRAINING ALWAYS PUTS EMPLOYEES FIRST, 2017). From the above assignment it can be concluded that the organisation have to provide the training and development programmes time to time to new and existing employees so that they can provide the better quality of services to customers. At the work customer services and high performance of work system is important which is also giving an opportunity to existing employees to improve their performance for the better achievement of goals. Related Services: CFPBUS003 - Introduction to Information Technology - Ehrhardt, K. and et. al., (2011). An examination of the relationship between training comprehensiveness and organizational commitment: Further exploration of training perceptions and employee attitudes. Human Resource Development Quarterly. 22(4). 459-489. - Grohmann, A., & Kauffeld, S. (2013). Evaluating training programs: Development and correlates of the questionnaire for professional training evaluation. International Journal of Training and Development. 17(2). 135-155. - Moser, C. (2012). Gender planning and development: Theory, practice and training. Routledge. - Rooney, M. P. (2010). The current state of middle management preparation, training, and development in academic libraries. The Journal of Academic Librarianship. 36(5). 383-393. - Salas, E. and et. al., (2012). The science of training and development in organizations: What matters in practice. Psychological science in the public interest. 13(2). 74-101. - Truitt, D. L. (2011). The effect of training and development on employee attitude as it relates to training and work proficiency. Sage Open. 1(3). 2158244011433338.

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Log In to My PreK-12 Platform What is Adaptive Learning Anyway? A look at the science and research behind adaptive learning technology and its application in the classroom. This post originally appeared on LinkedIn Pulse on January 5, 2017 and can be viewed here. As emerging technologies and methodologies reshape corporate training, one phrase “adaptive learning” remains the biggest of the buzzwords. I get asked all the time what exactly “adaptive learning” means. Most know the technology has something to do with e-learning, personalized education, micro-learning, badging, gamification, cloud-based learning, etc. But what does it really mean? How feasible is it to implement? And where can you get your hands on it? Imagine that you could give every learner their own personalized course, made specifically for their strengths, weaknesses, goals, and engagement patterns. Imagine a course that adapted in real-time to their activity and adjusted moment by moment to their performance and interest level. That’s adaptive learning. How adaptive learning works To make this learner-centered vision of education a reality, the field uses artificial intelligence to actively tailor content to each individual’s needs. It draws upon knowledge domains as diverse as machine learning, cognitive science, predictive analytics and educational theory. For example, the visual below on the left shows individuals moving through content in a conventional, linear setting. Every learner must encounter every piece of content. On the right, a learner is experiencing only the content that she needs to see at any given moment, given her mastery of the subject. Some distinctions can help clarify the concept. “Adaptive learning,” while related to “adaptive testing,” has a completely different goal. Both “adaptive learning” and “adaptive testing” adjust the content based on learner activity and performance. However, the aim of “adaptive testing” is to figure out each learner’s proficiency or skill-level in as few questions as possible (hence the GRE or GMAT). The goal of “adaptive learning” is to help each learner learn as efficiently and effectively as possible. When I say “learn,” I mean, gain demonstrable proficiency in some learning objective, to experience an ah-ha moment. Traditional learning vs. Mastery-based instruction Since the Industrial Revolution, learning has generally fit the lecture-based, one-size-fits-all model. In this model, a few learners in any cohort excel, but many simply pass without having mastered important concepts. Many learners get Cs and perhaps a few get As, while a few fail. This reality has simply been accepted for most of history, hence the typical grade distribution curve we are all familiar with. There are other characteristics of traditional learning which have also gone largely unexamined: - the idea of grouping learners together based on their age rather than skill level - the lack of integration between formal education and informal (as well as experiential learning) - an emphasis on summative rather than formative assessment—think high-stakes, nerve-wracking final exams as opposed to quick-checks for understanding and opportunities for reflection The list goes on and on. By contrast, mastery-based instruction places the emphasis on mastery rather than seat-time, which generally leads to higher proficiency and engagement levels for all learners. For those who are unfamiliar with the concept, “mastery-based” learning has a few basic tenets: - Progression through a course of study should be based on proficiency rather than hours spent. - Learners cannot give up. - Learners must achieve proficiency in order to progress and complete the course. - Learners can spend however long they need to master concepts. The thinking is fundamental to a more learner-centric model of education. Of course one-on-one mentorship with an instructor who understands each learner’s strengths weaknesses, unique background and learning preference is what typically leads to the highest levels of mastery. Many consider this to be the ideal, but private tutors are expensive and generally reserved for only a few subject areas like high-stakes testing. Most learners never receive this kind of attention and thus, never achieve the mastery levels they might have otherwise. None of this thinking is new. In 1984 educational psychologist Benjamin Bloom reported in his famous 2 Sigma Problem paper, published initially in Educational Researcher, that the average learner in a one-to-one mastery-based learning situation performed two standard deviations better than the average learner in a conventional setting. What that means is that 98% of the learners in the one-to-one mastery-based situation performed as well as the average learner in the traditional setting. Making adaptive learning a reality What’s exciting about our times is that we now have technology to make these ideas real and scalable and, in the process, deliver dramatically better learning outcomes. Adaptive learning technology inexpensively scales the benefits of one-on-one mentorship, providing each learner with their own personalized course, which adjusts in real-time for his or her performance and engagement level. At McGraw Hill, we unlock performance by driving mastery and measurable results through a powerful data layer. When our clients' content is delivered on our platform, it creates a data layer that powers not only adaptive learning but also tailored instruction and agile authoring. The benefits are summarized below: Learners receive the right content at the right time, maximizing learning efficiency, effectiveness, engagement, and retention. Instructors/Trainers/Managers grasp cohort dynamics through real-time analytics and know exactly what their learners are struggling with, so they can quickly adapt instruction. Content authors understand what content works and doesn’t work, so they can continually refine content. The technology is based on educational theory and cognitive science that explores intuitive design, metacognition, memory and the personalized delivery of concepts. Over the past decade, McGraw Hill has invested over $500 million (via organic growth and strategic acquisitions) to make this vision of scientifically based learning a reality.

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Skype is a robust communication platform that has been around probably since the dawn of the social web. Traditionally seen as a simple communication platform, Skype’s capabilities extend far beyond mere conversations, especially in an educational setting. Its ability to connect students and teachers with the wider world presents a plethora of opportunities for enriching educational experiences. In this post, I share with you some practical ways you can leverage the communicative strength of Skype to enhance your teaching and optimize students learning. From virtual field trips to international cultural exchanges, the possibilities are both exciting and boundless. Ways to Use Skype in Your Classroom Skype, with its video conferencing capabilities, can be a powerful tool in the classroom. It’s like having a magic portal that can connect your students to the world outside their classroom walls. As an educator with experience in incorporating technology into learning, I’ve explored several innovative ways to use Skype to enrich the educational experience. Here are some creative ideas: 1. Virtual Field Trips Why limit field trips to local sites when Skype can take your class anywhere in the world? Connect with museums, science centers, or historical sites that offer virtual tours. This can be a fantastic way to bring the world to your students, especially for schools with limited field trip budgets. Virtual field trips can be a dynamic supplement to classroom learning, providing students with experiences that are both educational and exciting. They offer a window into different environments and cultures that students might not otherwise have the opportunity to explore. For example, a virtual visit to a museum in another country can expose students to art and history from different perspectives, while a virtual nature tour can bring them face-to-face with exotic wildlife and ecosystems. These experiences can spark curiosity, inspire a love for learning, and help students make connections between their curriculum and the world around them. Moreover, virtual field trips are inclusive, ensuring that all students, regardless of physical or financial limitations, have the opportunity to participate in these enriching experiences. 2. Guest Speakers and Expert Interviews Skype makes it easy to invite experts into your classroom. Whether it’s an author, scientist, historian, or even an astronaut, these virtual visits can inspire and engage your students in a way that textbooks can’t. Such interactions allow students to connect the theoretical knowledge they gain in the classroom with real-world applications. For instance, talking to a scientist about their research can make the abstract concepts of science more concrete and tangible. Students have the chance to ask questions, get career advice, and see the practical implications of their studies. This can be particularly motivating for students, as it helps them understand the relevance of their education and how it can be applied in various fields. These sessions often provide memorable experiences that stay with students long after they’ve left the classroom, igniting a lifelong interest in learning and exploration. 3. Cultural Exchange Programs Connect with a classroom in another part of the world. This can be an excellent opportunity for students to learn about different cultures, languages, and educational systems. They can share their own experiences and learn from others, fostering global awareness and empathy. Such cultural exchange programs can significantly broaden students’ horizons, giving them a firsthand look at how their peers live, learn, and play in different parts of the world. This kind of interaction can demystify foreign cultures, reduce stereotypes, and build mutual respect. It also encourages students to reflect on their own culture and environment, often leading to a deeper appreciation of both. Through these exchanges, students can engage in various activities, like joint projects, cultural presentations, or even just casual conversations, all of which can enhance their understanding of the world. This is especially important in today’s globalized society, where being culturally aware and empathetic is not just a nice-to-have, but a necessity. 4. Language Learning and Practice For language classes, conversing with native speakers is invaluable. Skype can connect your students to peers in a country where the language is spoken, providing authentic practice and enhancing their linguistic skills. This approach to language learning is incredibly effective because it immerses students in the language in a conversational context, helping them to use and understand the language as it is naturally spoken. This kind of practice can be more engaging and motivating than traditional language learning methods, as students get to interact with peers their age, making the learning process more enjoyable and relevant. Additionally, it helps in developing a better accent, understanding colloquialisms, and gaining confidence in speaking. For many students, this can be a transformative experience, as it brings the language to life and connects it to real people and cultures. It also prepares them for real-world language use, which is particularly beneficial for students who might travel or work in regions where the language is spoken. 5. Collaborative Projects Students can work on projects with peers from other schools or countries using Skype. This collaboration can range from science experiments to art projects, fostering teamwork and exposing students to diverse perspectives. When students collaborate across different cultures and educational backgrounds, they develop a more global outlook and improve their communication and problem-solving skills. Such projects encourage students to think creatively, as they must consider and integrate different viewpoints and approaches. This can be particularly effective in projects that tackle global issues, where understanding diverse perspectives is key. In addition to the academic benefits, these collaborations can help build empathy and cultural awareness among students. They learn to navigate and appreciate differences, which is a crucial skill in our increasingly interconnected world. Collaborative projects via Skype can thus provide a rich, multidimensional learning experience that extends far beyond the traditional classroom setting. 6. Parent-Teacher Conferences For parents who are unable to visit the school due to work or other commitments, Skype can be a convenient option for parent-teacher meetings. This ensures ongoing communication and involvement in their child’s education. Using Skype for these conferences breaks down barriers of time and location, making it easier for parents to engage in meaningful conversations about their child’s progress. It’s not just a matter of convenience; it’s about inclusivity. Parents who might otherwise miss the opportunity to connect with teachers due to their busy schedules or geographical constraints can now be an active part of their child’s educational journey. Additionally, these virtual meetings can sometimes feel less formal and more relaxed, potentially leading to more open and honest dialogues. 7. Professional Development for Teachers As educators, we need to continually update our skills and knowledge. Skype can connect you with professional development workshops, webinars, and courses, offering flexibility and a wealth of resources. The ability to join professional development sessions from anywhere in the world not only saves time and resources but also provides access to a broader range of learning opportunities. Whether it’s learning about the latest teaching methodologies, understanding new educational technologies, or engaging in subject-specific training, Skype enables educators to continue their professional growth without the constraints of physical location. This flexibility is particularly beneficial for teachers in remote or rural areas, where access to quality professional development can be limited. Moreover, these online sessions often allow for networking with educators from various backgrounds, fostering a global community of learning and exchange of best practices. This approach to professional development is especially relevant in the ever-evolving field of education, where staying abreast of new trends and techniques is crucial. 8. Book Club Discussions If you run a reading group or a book club in your class, why not invite the author to discuss the book with your students via Skype? This can provide an enriching experience and deepen their understanding of the literature. Engaging directly with authors gives students a unique opportunity to delve into the mind behind the story. They can ask questions about the writing process, character development, and themes, gaining insights that go beyond the text. This experience can be particularly inspiring for young writers and avid readers, as it personalizes the reading experience and makes the literature more relatable. Additionally, it shows students the real people behind the books, often making reading more appealing and engaging. This kind of interaction can also foster a greater love for literature and stimulate a more thoughtful approach to reading, as students start to appreciate the nuances and complexities involved in crafting a story. 9. Remote Classroom Management If you’re away from the classroom, Skype can be a tool to remotely manage your class, offer instructions, or provide support to a substitute teacher. This capability is particularly useful in situations where a teacher cannot be physically present due to illness, travel, or other commitments. By using Skype, the continuity of teaching and learning is maintained. Teachers can give live instructions, respond to students’ questions, and even oversee classroom activities in real time. This approach ensures that the quality of education remains high, even in the teacher’s absence. Moreover, it can be reassuring for students to see and interact with their regular teacher, maintaining a sense of normalcy and stability. For the substitute teacher, this can also be a valuable support system, as they can receive immediate guidance and assistance from the regular teacher, ensuring that the lesson plans are followed and learning objectives are met. 10. Live Demonstrations and Experiments Connect with professionals who can demonstrate experiments or processes live via Skype. For instance, watching a scientist conduct a lab experiment in real-time can be captivating and educational. This method of learning brings a new dimension to the classroom, allowing students to witness experiments and processes that are not easily replicated in a school environment. It can ignite curiosity and enthusiasm among students, especially in subjects like science, technology, engineering, and mathematics (STEM). By interacting with professionals in real-time, students can ask questions and get immediate answers, making the learning experience interactive and engaging. This approach also exposes students to real-world applications of the theories they learn in textbooks, thereby enhancing their understanding and retention of complex concepts. Incorporating Skype into the classroom allows you to open doors to a world of possibilities that can profoundly enrich the teaching and learning experience. As we have seen, Skype breaks down the walls of the traditional classroom, allowing students to explore and connect with the world in ways they never could before. These experiences not only enhance the educational journey but also prepare students for a more interconnected and digital world.

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European project VIA LIGHT for the support of the early bilingual education Language for Intergration and Global Human Tolerance "Staff education and training are crucial for achieving language-learning objectives within the general aims of early childhood education and care. ... This presents a particular challenge as the pool of available staff with sufficient language skills is often limited. ... There is therefore a need to develop and deliver coherent staff education programmes to support the delivery of ELL that take account of the complex reality in each country." Omission Staff Working Paper, European Strategic Framework for Education and Training (ET 2020), Language Learning at Pre-primary School level: Making it efficient and sustainable a Policy Handbook, Brussels, 7th July 2011, page 17. The VIA LIGHT project's objective Around 500 million people of various ethnicities and languages live in the European Union, including some 25 million people of non-EU origin. 28% of Europeans speak two and 56% speak one foreign language (February 2006 Eurobarometer survey). Language competence is thus an important aspect of Europe's successful social, educational and economic development. The EU encourages multilingual education [KOM (2005) 356] as a prerequisite for peaceful unity and diversity. Bilingual education model (www.mitra-ev.de) is an example of successful integration of Russian immigrants in Europe. The model can only be implemented through the training of qualified teachers with an expertise in children's bilingualism. The VIA LIGHT project's objective is to develop a training program for teachers working with bilingual children and specific training modules for advanced training of children's bilingualism experts.The courses are based on the widely implemented European approach, which is adjusted to specific regional needs. The project implies a combination of traditional full-time education and online courses for the training of knowledge multipliers in the regions by experienced specialists from the partnering countries. The innovative modules will be tested and licensed in eight member countries (Bulgaria, Cyprus, Germany, Estonia, Finland, Latvia, Moldova, Russia) by at least three universities, six bilingual schools and 15 kindergartens – around 120 participants in all.

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Learning is a life-long process. It starts from the very first day of life to the very last day of the life. Most of the people think that, the learning or studying happens only in school or college life. This thinking may be more from the adults.Adult learners will have many responsibilities unlike a fresh high school student. Most of the adults are full time workers and full time parents too. They always have many barriers to learn. These barriers can be divided into various categories. It can be physical barrier, attitudinal barrier or a structural barrier. It is true that adults always face some challenges that younger people don’t have to face. Some of the studies show that many adult women also face lots of barriers like early pregnancy, low socio-economic status and child care and many more as a barrier to learn. These barriers will be broadly discussed. A fundamental aspect to continuing higher education is identifying and overcoming of barriers to adult learning.The main purpose of this assignment is identifying why adults are less in learning process. In this way, I will mainly focus on the barriers to adult learning. Later in the assignment, I will try to provide some ideas to overcome or reduce the barriers in adult learning.

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Ya lo sabes, profe. Warm ups are crucial in class. While they’re not the end-all, be-all of your classroom management, they do help us start class off on the right foot and set the tone for maximizing learning opportunities. Have you ever wondered how to make your warm-up activities more dynamic and interactive? Well, you’re in the right place! In this post, I’ll share una variedad of fun and engaging warm-up ideas that will get your students excited about Spanish from the moment they step into the classroom. But before we dive into the activities, let’s take a moment to highlight the importance of incorporating engaging warm-ups into your lessons. Warm-Ups in Spanish Class: Why Bother? Let’s take a moment to talk about the importance of including warm-up activities in our Spanish classes. ¿Por qué son tan importantes? Well, warm-ups, do-nows, hazlo ahora’s – whatever you call them – they act as a bridge between the outside world and the classroom, helping students transition into a learning mindset. They spark interest, activate prior knowledge, and create an engaging and positive atmosphere. By establishing start-of-class routines, we provide students with a sense of structure and predictability, setting the tone for the rest of the class. Consistency in warm-up activities helps students feel comfortable and builds a routine of active participation from the moment they enter the classroom. So, let’s embrace the power of warm-ups and establish these routines to create a vibrant and supportive learning environment. ¡El calentamiento es clave! Y ahora, ¡vamos al grano! My Favorite Warm-Ups for Spanish Class Now, let’s explore some fantastic activity ideas that will spice up your warm-up routines and captivate your students’ attention. I’ve grouped them into three categories to cover different language skills: vocabulary building, speaking and conversation, and listening and comprehension. Do-Nows for Spanish Vocabulary - Weekend chat: Kick off your warm-up with a casual conversation about students’ weekends. Encourage them to talk in Spanish and share their experiences from the previous days. It’s a fantastic way to activate their vocabulary and foster a sense of community in the classroom. - Word association games: Challenge your students to play a word association game where they have to think of words related to a given category. For example, you could start with “food” and see how many Spanish food words they can come up with. It’s a great way to expand their vocabulary and encourage quick thinking. - Picture-based activities: Use visually stimulating images to prompt discussions and vocabulary practice. Show your students a picture and ask them questions related to the image. For example, if you show them a picture of a beach, you can ask, “¿Qué actividades puedes hacer en la playa?”. Encourage them to answer using complete sentences to practice their speaking skills. Speaking and Conversation Warm-ups: - Calendar talk: Similar to weekend talk, this one is less personal and more flexible. Incorporate a calendar into your warm-ups and discuss important dates, holidays, or upcoming events. For example, ask the class, “¿Qué celebraciones hay este mes?” It’s an excellent way to encourage conversational skills and cultural awareness. - Opinion-based or theme-setting questions: Choose a thought-provoking topic and have students share their opinions in Spanish. For instance, you can ask, “¿Cuál es tu película favorita y por qué?” Or maybe you ask about the topic you’ll see in class today – “¿Qué sabes sobre los pingüinos?” Encourage them to express their thoughts, share their knowledge, and support their arguments with reasons. - Question and answer sessions: Set aside a few minutes for a quick Q&A session. You can pose questions about Spanish language and culture or review previously learned material. The Q&A format keeps the class engaged and provides an opportunity for students to practice their listening and speaking skills. Listening and Comprehension Warm-ups: - Short film clips with PQA and comprehension questions: Choose a short film clip in Spanish and play it to spark discussion. Afterward, engage in Personalized Questions and Answers (PQA) related to the video content. Finally, assess comprehension by asking questions about the clip to ensure students understood the main ideas. - Audio exercises with follow-up discussions: Utilize audio exercises, such as recorded dialogues or interviews, as listening warm-ups. After students listen to the audio, encourage them to discuss what they heard. Videos are another great tool here. This activity enhances their listening skills and prompts critical thinking. - Listening comprehension games: Incorporate fun listening games, like “Listen and Sequence” or “Listen and Draw,” where students have to follow instructions while listening to a short passage. These games keep the class engaged and improve listening comprehension abilities. Make the Most of your Routine - Be consistent: Establish a regular warm-up routine to provide students with a sense of structure and predictability. - Connect to the lesson: Choose warm-up activities that align with the main topic or learning objective of the day’s lesson. This helps students make connections and primes their brains for new information. - Differentiate activities: Adapt warm-up activities to accommodate different proficiency levels. Provide additional support or challenge based on individual student needs. Need more ideas for differentiation? Sin problema, click here for tons of differentiation ideas. “No Prep” Warm-up Activities: Remember, these “no prep” activities can be a lifesaver when you’re short on time. They require minimal preparation but still provide valuable language practice and engagement for your students. So, whether you’re using vocabulary-building warm-ups, speaking and conversation activities, listening and comprehension exercises, or the new “no prep” ideas, the key is to keep your warm-ups interactive, varied, and tailored to the needs of your learners. - Guess the Word: Choose a word related to the day’s lesson or a common theme in Spanish, and give students clues to guess the word. For example, if the word is “playa”, you can say “Es un lugar donde puedes nadar y tomar el sol”. Students can take turns guessing the word, and it’s a great way to review vocabulary. - Sentence Stems: Provide students with sentence stems in Spanish and have them complete the sentences. For example, you can give them prompts like “Me gusta ___ porque ___” or “Creo que ___ porque ___”. This activity helps them practice sentence construction and express their opinions. - Spanish Song Lyrics: Play a popular Spanish song and have students listen to the lyrics. Afterwards, ask them questions about the song, such as “¿De qué trata la canción?” or “¿Qué crees que significa esta línea de la canción?” This activity builds listening skills and exposes students to authentic language. My favorite resource for this is Lyrics Training. - Free Writes: Provide each student with a 100-word free write sheet, which is simply a blank sheet of paper divided into sections, with each section containing 100 blank spaces. They can write about anything they want – their weekend adventures, their favorite hobbies, or even a fictional tale. The key here is to let their imaginations run wild! And there you have it, profes! Engaging warm-up activities are a wonderful tool to kickstart your secondary Spanish classes. By incorporating interactive and dynamic warm-ups, you create an enjoyable learning environment while building vocabulary, enhancing conversation skills, and improving listening comprehension. So, what are you waiting for? Start implementing these engaging warm-up activities and see the positive impact on your students’ language acquisition. Remember to keep the spark alive by trying out different activities and experimenting with new ideas. Your dedication to creating engaging lessons will surely inspire your students to excel in their Spanish learning journey. ¡Buena suerte y nos vemos pronto!

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Chapter 4: Methods of teaching with an online focus Figure 4.7.1 A volatile, uncertain, complex and ambiguous world Image: © Carol Mase, Free Management Library, 2011, used with permission 4.7.1 The need for more agile design models Adamson (2012) states: The systems under which the world operates and the ways that individual businesses operate are vast and complex – interconnected to the point of confusion and uncertainty. The linear process of cause and effect becomes increasingly irrelevant, and it is necessary for knowledge workers to begin thinking in new ways and exploring new solutions. In particular, knowledge workers must deal with situations and contexts that are volatile, uncertain, complex and ambiguous (what Adamson calls a VUCA environment). This certainly applies to teachers working with ever new, emerging technologies, very diverse students, and a rapidly changing external world that puts pressure on institutions to change. If we look at course design, how does a teacher respond to rapidly developing new content, new technologies or apps being launched on a daily basis, to a constantly changing student base, to pressure to develop the knowledge and skills that are needed in a digital age? For instance, even setting prior learning outcomes is fraught in a VUCA environment, unless you set them at an abstract ‘skill’ level such as thinking flexibly, networking, and information retrieval and analysis. Students need to develop the key knowledge management skills of knowing where to find relevant information, how to assess, evaluate and appropriately apply such information. This means exposing students to less than certain knowledge and providing them with the skills, practice and feedback to assess and evaluate such knowledge, then apply that to solving real world problems. In order to do this, learning environments need to be created that are rich and constantly changing, but which at the same time enable students to develop and practice the skills and acquire the knowledge they will need in a volatile, uncertain, complex and ambiguous world. 4.7.2 Core features of agile design models Describing the design features of this model is a challenge, for two reasons. First, there is no single approach to agile design. The whole point is to be adaptable to the circumstances in which it operates. Second, it is only with the development of light, easy to use technology and media in the last few years that instructors and course designers have started to break away from the standard design models, so agile designs are still emerging. However, this is a challenge that software designers have also been facing (see for instance, Larman and Vodde, 2009; Ries, 2011) and perhaps there are lessons that can be applied to educational design. First, it is important to distinguish ‘agile’ design from rapid instructional design (Meier, 2000) or rapid prototyping, which are really both streamlined versions of the ADDIE model. Although rapid instructional design/rapid protyping enable courses or modules to be designed more quickly (especially important for corporate training), they still follow the same kind of sequential or iterative processes as in the ADDIE model, but in a more compressed form. Rapid instructional design and rapid prototyping might be considered particular kinds of agile design, but they lack some of the most important characteristics outlined below: 22.214.171.124 Light and nimble If ADDIE is a 100-piece orchestra, with a complex score and long rehearsals, then agile design is a jazz trio who get together for a single performance then break up until the next time. Although there may be a short preparation time before the course starts, most of the decisions about what will go into the course, what tools will be used, what activities learners will do, and sometimes even how students will be assessed, are decided as the course progresses. On the teaching side, there are usually only a few people involved in the actual design, one or sometimes two instructors and possibly an instructional designer, who nevertheless meet frequently during the offering of the course to make decisions based on feedback from learners and how learners are progressing through the course. However, many more content contributors may be invited – or spontaneously offer – to participate on a single occasion as the course progresses. 126.96.36.199 Content, learner activities, tools used and assessment vary, according to the changing environment The content to be covered in a course is likely to be highly flexible, based more on emerging knowledge and the interests or prior experience of the learners, although the core skills that the course aims to develop are more likely to remain constant. For instance, for ETEC 522 in Scenario F, the overall objective is to develop the skills needed to be a pioneer or innovator in education, and this remains constant over each iteration of the course. However, because the technology is rapidly developing with new products, apps and services every year, the content of the course is quite different from year to year. Also learner activities and methods of assessment are also likely to change, because students can use new tools or technology themselves for learning as they become available. Very often learners themselves seek out and organise much of the core content of the course and are free to choose what tools they use. 188.8.131.52 The design attempts to exploit the affordances of either existing or emerging technologies Agile design aims to exploit fully the educational potential of new tools or software, which means sometimes changing at least sub-goals. This may mean developing different skills in learners from year to year, as the technology changes and allows new things to be done. The emphasis here is not so much on doing the same thing better with new technology, but striving for new and different outcomes that are more relevant in a digital world. ETEC 522 for instance did not start with a learning management system. Instead, a web site, built in WordPress, was used as the starting point for student activities, because students as well as instructors were posting content, but in another year the content focus of the course was mainly on mobile learning, so apps and other mobile tools were strong components of the course. 184.108.40.206 Sound, pedagogical principles guide the overall design of a course – to a point Just as most successful jazz trios work within a shared framework of melody, rhythm, and musical composition, so is agile design shaped by overarching principles of best practice. Most successful agile designs have been guided by core design principles associated with ‘good’ teaching, such as clear learning outcomes or goals, assessment linked to these goals, strong learner support, including timely and individualised feedback, active learning, collaborative learning, and regular course maintenance based on learner feedback, all within a rich learning environment (see Appendix 1). Sometimes though deliberate attempts are made to move away from an established best practice for experimental reasons, but usually on a small scale, to see if the experiment works without risking the whole course. 220.127.116.11 Experiential, open and applied learning Usually agile course design is strongly embedded in the real, external world. Much or all the course may be open to other than registered students. For instance, much of ETEC 522, such as the final YouTube business pitches, is openly available to those interested in the topics. Sometimes this results in entrepreneurs contacting the course with suggestions for new tools or services, or just to share experience. Another example is a course on Latin American studies from a Canadian university. This particular course had an open, student-managed wiki, where they could discuss contemporary events as they arose. This course was active at the same time that the Argentine government nationalised the Spanish oil company, Repsol. Several students posted comments critical of the government action, but after a week, a professor from a university in Argentina, who had come across the wiki by accident while searching the Internet, responded, laying out a detailed defence of the government’s policy. This was then made a formal topic for discussion within the course. Such courses may though be only partially open. Discussion of sensitive subjects for instance may still take place behind a password controlled discussion forum, while other parts of the course may be open to all. As experience grows in this kind of design, other and perhaps clearer design principles are likely to emerge. 4.7.3 Strengths and weaknesses of flexible design models The main advantage of agile design is that it focuses directly on preparing students for a volatile, uncertain, complex and ambiguous world. It aims explicitly at helping students develop many of the specific skills they will need in a digital age, such as knowledge management, multimedia communication skills, critical thinking, innovation, and digital literacy embedded within a subject domain. Where agile design has been successfully used, students have found the design approach highly stimulating and great fun, and instructors have been invigorated and enthusiastic about teaching. Agile design enables courses to be developed and offered quickly and at much lower initial cost than ADDIE-based approaches. However, agile design approaches are very new and have not really been much written about, never mind evaluated. There is no ‘school’ or set of agreed principles to follow, although there are similarities between the agile approach to design for learning with ‘agile’ design for computer software. Indeed it could be argued that most of the things in agile design are covered in other teaching models, such as online collaborative learning or experiential learning. Despite this, innovative instructors are beginning to develop courses in a similar way to ETEC 522 and there is a consistency in the basic design principles that give them a certain coherence and shape, even though each course or program appears on the surface to be very different (another example of agile design, but campus-based, with quite a different overall program from ETEC 522, is the Integrated Science program at McMaster University.) Certainly agile design approaches require confident instructors willing to take a risk, and success is heavily dependent on instructors having a good background in best teaching practices and/or strong instructional design support from innovative and creative instructional designers. Because of the relative lack of experience in such design approaches the limitations are not well identified yet. For instance, this approach can work well with relatively small class sizes but how well will it scale? Successful use probably also depends on learners already having a good foundational knowledge base in the subject domain. Nevertheless I expect more agile designs for learning to grow over the coming years, because they are more likely to meet the needs of a VUCA world. Adamson, C. (2012) Learning in a VUCA world, OEB Insights, November 13, Activity 4.7 Taking risks with ‘agile’ design 1. Do you think a ‘agile’/flexible design approach will increase or undermine academic excellence? What are your reasons? 2. Would you like to try something like this in your own teaching (or are you already doing something like this)? What would be the risks and benefits in your subject area of doing this? For my comments on this activity, click on the podcast below:

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Chapter 7: Understanding technology in education 7.7.1 The historical development of media richness In Section 7.2, ‘A short history of educational technology’, the development of different media in education was outlined, beginning with oral teaching and learning, moving on to written or textual communication, then to video, and finally computing. Each of these means of communication has usually been accompanied by an increase in the richness of the medium, in terms of how many senses and interpretative abilities are needed to process information. Another way of defining the richness of media is by the symbol systems employed to communicate through the medium. Thus textual material from an early stage incorporated graphics and drawings as well as words. Television or video incorporates audio as well as still and moving images. Computing now can incorporate text, audio, video, animations, simulations, computing, and networking, all through the Internet. 7.7.2 The continuum of media richness Once again then there is a continuum in terms of media richness, as illustrated in Figure 7.7.2 above. Also once again, design of a particular medium can influence where on the continuum it would be placed. For instance in Figure 7.7.2, different forms of teaching using video are represented in blue. Ted Talks, a televised lecture, and often xMOOCs are usually mainly talking heads. The Khan Academy uses dynamic graphics as well as voice over commentary, and MrExham’s YouTube video on prokaryotic cells uses colour graphics and animation as well as a ‘talking head’ commentary. Educational television broadcasts are likely to use an even wider range of video techniques. However, although the richness of video can be increased or decreased by the way it is used, video is always going to be richer in media terms than radio or textbooks. Radio is never going to be a rich medium in terms of its symbols systems because it depends on a single medium, audio, and even talking head video is richer symbolically than radio. There is no normative or evaluative judgment here. Radio can be ‘rich’ in the sense of fully exploiting the characteristics or symbol systems of the medium. A well produced radio program is more likely to be educationally effective than a badly produced video. But in terms of representation of knowledge, the possibilities of radio in terms of media richness will always be less than the possibilities of video. 7.7.3 The educational value of media richness But how rich should media be for teaching and learning? From a teaching perspective, rich media have advantages over a single medium of communication, because rich media enable the teacher to do more. For example, many activities that previously required learners to be present at a particular time and place to observe processes or procedures such as demonstrating mathematical reasoning, experiments, medical procedures, or stripping a carburetor, can now be recorded and made available to learners to view at any time. Sometimes, phenomena that are too expensive or too difficult to show in a classroom can be shown through animation, simulations, video recordings or virtual reality. Furthermore, each learner can get the same view as all the other learners, and can view the process many times until they have mastery. Good preparation before recording can ensure that the processes are demonstrated correctly and clearly. The combination of voice over video enables learning through multiple senses. Even simple combinations, such as the use of audio over a sequence of still frames in a text, have been found more effective than learning through a single medium of communication (see for instance, Durbridge, 1984). The Khan Academy videos have exploited very effectively the power of audio combined with dynamic graphics. Computing adds another element of richness, in the ability to network learners or to respond to learner input. From a learner’s perspective, though, some caution is needed with rich media. Two particularly important concepts are cognitive overload and Vygotsky’s Zone of Proximal Development. Cognitive overload results when students are presented with too much information at too complex a level or too quickly for them to properly absorb it (Sweller, 1988). Vygotsky’s Zone of Proximal Development or ZPD (Vygotsky, 1934) is the difference between what a learner can do without help and what can be done with help. Rich media may contain a great deal of information compressed into a very short time period and its value will depend to a large extent on the learner’s level of preparation for interpreting it. For instance, a documentary video may be valuable for demonstrating the complexity of human behaviour or complex industrial systems, but learners may need either preparation in terms of what to look for, or to identify concepts or principles that may be illustrated within the documentary. On the other hand, interpretation of rich media is a skill that can be explicitly taught through demonstration and examples (Bates and Gallagher, 1977). Although YouTube videos are limited in length to around eight minutes mainly for technical reasons, they are also more easily absorbed than a continuous video of 50 minutes. Thus again design is important for helping learners to make full educational use of rich media. 7.7.4 Simple or rich media? It is a natural tendency when choosing media for teaching to opt for the ‘richest’ or most powerful medium. Why would I use a podcast rather than a video? There are in fact several reasons: - cost and ease of use: it may just be quicker and simpler to use a podcast, especially if it can achieve the same learning objective; - there may be too many distractions in a rich medium for students to grasp the essential point of the teaching. For instance, video recording a busy intersection to look at traffic flow may include all kinds of distractions for the viewer from the actual observation of traffic patterns. A simple diagram or an animation that focuses only on the phenomenon to be observed might be better; - the rich medium may be inappropriate for the learning task. For instance, if students are to follow and critique a particular argument or chain of reasoning, text may work better than a video of a lecturer with annoying mannerisms talking about the chain of reasoning. In general, it is tempting always to look for the simplest medium first then only opt for a more complex or richer medium if the simple medium can’t deliver the learning goals as adequately. However, consideration needs to be given to media richness as a criterion when making choices about media or technology, because rich media may enable learning goals to be achieved that would be difficult with a simple medium. This is the last of the characteristics of media and technology that can influence decisions about teaching and learning. The next section will provide an overview and summary. Bates, A. and Gallagher, M. (1977) Improving the Effectiveness of Open University Television Case-Studies and Documentaries Milton Keynes: The Open University I.E.T. Papers on Broadcasting, No. 77 (out of print – copies available from [email protected]). Durbridge, N. (1984) Audio cassettes, in Bates, A. (ed.) The Role of Technology in Distance Education London: Routledge (re-published in 2014) Sweller, J. (1988) Cognitive load during problem solving: effects on learning, Cognitive Science, Vol. 12 Vygotsky, L.S. (1987). Thinking and speech, in R.W. Rieber & A.S. Carton (eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press. (Original work published 1934.) Activity 7.7 How rich is your medium? - What media are you using at the moment for teaching? Where would you place these on the ‘richness’ continuum? What benefits might there be to your teaching in changing your media to either increase or decrease the richness of media you are using? - Do you agree that: ‘it is a useful guideline always to look for the simplest medium first‘. - How important do you think the richness of medium is when making decisions about the use of media and technology? - Do you agree with the placement of different media on this continuum in Figure 7.7.2. If not, why not? I provide no feedback for this activity.

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Course Outlines - Years 11 and 12 These Course Outlines provide a one-year description of the teaching practice and expected student learning in a specific context or area of technology for Years 11 and 12. Each outline presents: - a Course Description - the Focus Strands and Components for learning - planned Teaching Activities - Achievement Standards identified to credential students towards a qualification. The Course Outlines illustrate examples of how teachers have incorporated learning activities into a series of coherent learning experiences to address identified student learning needs that align with levelled curriculum achievement/ learning objectives. Teacher understandings of students' current knowledge, skills and technological practice abilities, along with their interests and identity have also been considered when selecting the learning activities.

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Digital Curation Technologies Assignment Devan Donaldson | BitCuratorEdu Project This assignment engages students in digital curation technology through several self-guided explorations culminating in a presentation. Students have the option of choosing the BitCurator environment as a research subject. Students answer a series of questions that mirror questions a practitioner responsible for making a recommendation on adopting a new technology, repository, or service must ask themselves. The assignment is available for free download as a PDF or Google Doc, below. Learning object type This learning object might be used in a lesson to satisfy the following learning objectives: - Test and evaluate tools for use in born-digital archiving workflows. - Identify the appropriate tools to: safely acquire born-digital materials from storage media and other modes of transfer; assist in the appraisal of born-digital materials; scan for sensitive information in born-digital materials; and package born-digital materials for preservation and access. - Advocate for the use of community-built and -supported open-source tools in digital curation. More learning objects About this resource This resource was released by the BitCuratorEdu project and is licensed under a Creative Commons Attribution 4.0 International License. Most resources from the BitCuratorEdu project are intentionally left with basic formatting and without project branding. We encourage educators, practitioners, and students to adapt these materials as much as needed and share them widely. The BitCuratorEdu project was an effort (2018-2022) funded by the Institute of Museum and Library Services (IMLS) to study and advance the adoption of digital forensics tools and methods in libraries and archives through professional education efforts. This project was a partnership between Educopia Institute and the School of Information and Library Science at the University of North Carolina at Chapel Hill, along with the Council of State Archivists (CoSA) and several Masters-level programs in library and information science.Google Doc PDF Devan Donaldson. (May 13, 2022). Digital Curation Technologies Assignment. BitCuratorEdu Project.

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Creativity is the ability to perceive the world in new ways, find hidden patterns, and generate solutions. Creativity involves two processes: thinking, then producing. Research shows that creativity is a critical component for enhancing the learning process in the ever-evolving landscape of adult education. The importance of this topic lies in its potential to transform traditional learning methods, making them more engaging and effective. As we delve into this subject, we will explore how platforms like BetterYou.ai leverage creativity to enhance adult learning. Creativity is not confined to artistic endeavors; it can significantly enhance the learning experience in adult learning. Here, we discuss flexible thinking activities and how they can help in overall self-improvement. Is Creativity the Best Form of Learning For Adults? Creativity is undoubtedly a powerful tool in adult learning, but to label it as the “best” form of learning might be an oversimplification. The effectiveness of learning methods can vary greatly depending on the individual’s learning style, the subject matter, and the context in which learning occurs. That said, creativity does offer several unique advantages in adult learning: - Engagement: Creative activities tend to be more engaging than traditional learning methods. They often involve active participation, which maintains interest and motivation. - Critical Thinking and Problem-Solving: Creative tasks often require learners to think critically and solve problems, valuable skills in many areas of life and work. - Flexibility: Creativity encourages flexible thinking. Adapting and developing new solutions is increasingly important in a rapidly changing world. - Memory Retention: As mentioned earlier, creative activities enhance memory retention. This is because they often involve applying learned information in new and novel ways, which can reinforce learning and improve recall. - Enjoyment: Many people find creative activities enjoyable. This enjoyment makes the learning process more appealing, which leads to increased motivation and persistence. However, it’s important to remember that creativity is just one piece of the puzzle. Effective adult learning often involves a combination of direct instruction, collaborative learning, self-directed study, and experiential learning. Creativity can enhance these methods, but it’s not a replacement for them. The Role of Creativity in Learning Creativity stimulates the brain making learning more enjoyable and effective. It encourages active participation in learning, making it more engaging and exciting. Adults who engage in creative activities are more likely to be motivated to learn and retain the information they learn. At BetterYou.ai, we emphasize physical activity’s importance in improving cognitive function, including memory and learning. Engaging in creative physical activities, such as dance, can make the exercise more enjoyable and thus encourage more regular participation. This improves physical health, stimulates the brain, and enhances learning. How Creativity Stimulates the Brain Creativity is a powerful brain stimulator. Engaging in creative activities activates various parts of our brain, including those responsible for cognitive function, problem-solving, and emotional regulation. This stimulation can lead to increased neural connectivity, which enhances brain function and promotes mental agility. Enjoying the article? Learn more about Brain exercises here and how they can help you. The Link Between Creative Activities and Motivation to Learn There’s a strong link between creative activities and motivation to learn. Creative activities require a level of engagement that can be challenging and rewarding. This can stimulate intrinsic motivation, where learners are driven by enjoyment and satisfaction derived from the learning process rather than external rewards. This can lead to a deeper engagement with the learning material, enhancing the learning process. Does Creativity Help Learning in Adults? Creativity plays a crucial role in information retention. Adult learners engaging in creative activities will likely remember the information they learn. This is because creative activities often require learners to apply the knowledge they’ve learned in new and novel ways. This application process can reinforce learning and enhance memory retention. Furthermore, the enjoyable nature of creative activities can lead to positive emotions, which have been shown to improve memory retention. - Creativity and Problem-Solving Creativity is also crucial for problem-solving. It allows adults to approach problems from different angles and develop innovative solutions. This is particularly important in the workplace, where creative thinking can improve processes and products. - Creativity and Mental Health Engaging in creative activities has significant mental health benefits. It helps to reduce stress, improve mood, and boost self-confidence. These factors contribute to a more positive learning environment and make adults receptive to new information. - Creativity and Physical Activity At BetterYou.ai, we emphasize the importance of physical activity in improving cognitive function, including memory and learning. Engaging in creative physical activities, such as dance, makes the exercise more enjoyable and thus encourages more regular participation. This improves physical health, stimulates the brain, and enhances learning. - Creativity and Socialization Also, at BetterYou.ai, we highlight the importance of socialization for overall well-being. Engaging in creative group activities provides opportunities for social interaction, enhancing learning. When adults learn in a social context, they can share ideas, learn from each other, and build on each other’s knowledge. Final Thoughts: Can Creativity Help Your Learning As An Adult? Creativity is not just an add-on in the learning process; it’s a vital component that significantly enhances the effectiveness of adult learning. It transforms learning from a passive activity into an active, engaging, and enjoyable process. As we continue to explore and understand the role of creativity in learning, it’s clear that it’s not just about producing novel ideas or works of art. It’s about enhancing brain function, promoting motivation, improving mental health, and fostering a deeper understanding and retention of information. Therefore, we must continue incorporating creativity into adult learning programs to leverage its many benefits and transform the learning experience.

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What is evaluation? What is assessment? What are we going to evaluate? What to evaluate and how? Phonics and literacy learning objectives versus Success Criteria. How are we going to evaluate? How to identify the struggling child? How can we help? What can we do? Differentiation in the classroom Assessment and evaluation tools. Rubrics and Gathering data

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Due to an increase in student enrollment in engineering programs, many instructors are now adopting automated computer-based systems to deliver homework and exams to students. Commercial and free online learning systems such as Gradescope, Pearson MasteringEngineering and PraireLearn give instructors the ability to import or create auto-graded questions involving a mix of multiple-choice, multiple-select, numerical, and symbolic input. However, the ability to auto-grade questions that involve graphing or sketching is still very limited. This constraint has great impact in introductory engineering classes where the ability to hand-draw diagrams and graphs is an important learning objective. For example, drawing free-body diagrams in Statics, bending-moment diagrams in Strength of Materials, and circuit diagrams in Electronics. In this study, we present an online tool that uses a simple HTML markup language to create automated drawing-based questions, allowing students to draw diagrams, graphs and design solutions on the computer that are instantly auto-graded by the computer. While solving homework questions, students receive immediate feedback about their drawing, and can practice this skill until they achieve mastery. Instructors can also use the drawing tool to generate randomized drawing questions for computer-based exams and homework. A key advantage of this new tool over previous work is that the question author does not need to write any explicit programming code. |ASEE Annual Conference and Exposition, Conference Proceedings |Published - Jun 22 2020 |2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online Duration: Jun 22 2020 → Jun 26 2020 ASJC Scopus subject areas

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September is National Suicide Prevention Month. According to the Indiana Youth Institute’s Kids Count Data Book, 27.7% of Indiana students reported seriously considering attempting suicide. Data on the iyi.org website show in Indiana, suicide is the second leading cause of death for youth ages 15 to 24 and the fourth leading cause of death for youth ages 5 to 14. Experts and teens list several reasons for the increase, including insufficient mental health screening, poor access to mental health services and resistance to seeking care. In response, next month, the Indiana Youth Institute will hold a webinar led by Megan Banet of the Indiana Center for Prevention of Youth Abuse and Suicide. Banet will frame data and research on suicide among young people. In addition, attendees will learn about youth mental health, risk factors, warning signs, evidence-based prevention and intervention strategies. The webinar, “The Kids are Not OK, Youth Suicide in Indiana,” will be from noon to 1 p.m. Sept. 20. Participants will leave with resources and strategies on ways schools, families and communities can support young people in distress. There are two learning objectives of the webinar: Understand the data and research on youth suicide as it affects Indiana’s kids and gain resources, best practices and strategies to address youth mental health and suicide concerns. The 2021 Youth Risk Behavior Survey released in the fall of 2022 provided data related to youth suicide in Indiana. On the iyi.org website, Tami Silverman, the youth institute’s president and CEO, stated those who work in youth services are thankful there is growing public awareness of the significant mental health issues children face, including youth suicide and the effects of adverse childhood experiences and the COVID-19 pandemic. “In addition, there is widespread support for increasing access to mental health services for children and youth, and there are many ways we can and should help children get the mental health care that they need,” Silverman wrote. “Teachers, counselors, coaches, youth group leaders and out-of-school care providers are crucial to preventing and intervening to address youth suicide.” Silverman said their efforts alone are not enough, as a recent Kaiser Family Foundation analysis found while most public schools offer students some mental health services, only 56% have the capacity to provide services to all of their students with such needs. “We all can help increase the well-being of our children and reduce suicide rates by understanding the scope of the issue, recognizing and reducing those factors that increase suicidality and increasing the factors and resources that can provide better protection,” she said. Lindsay Sarver, community health improvement strategist for the Healthy Jackson County mental health and substance use taskforce at Schneck Medical Center in Seymour, said the Indiana Youth Institute does a lot of work in the community. “They collect data for youth prevention and interventions to promote evidence-based programming to support our children and communities,” Sarver said. “I’ve attended some webinars and trainings they put on and and really benefited.” She said “The Kids are Not OK, Youth Suicide in Indiana” webinar training is open to anyone who would like to attend. “I would say they’re most appropriate for people who want to learn more about the topic at hand, including parents, school teachers, social workers or those who interact with children,” Sarver said. “They have access to great higher level learning, but they are accessible to almost anyone. I highly recommend anyone interested to attend.” The registration link for the webinar is indianayouthinstitute.my.salesforce-sites.com/event/home/iyiwebinar092023. To find out more about the Indiana Youth Institute, visit iyi.org.

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Can Gamification Help Struggling Students? If you aren’t familiar with the idea of gamification, be prepared to thank the Millennials for its inclusion in almost everything. Gamification involves bringing in traits traditionally associated with video games and using them to engage people in other activities. The principle has been used in everything from employee engagement efforts to healthcare objectives about customer wellness. And the educational system is not excluded from attempts to gamify previously uninspiring activities. But why is gamification popping up everywhere? It’s actually pretty simple; because it often works. In fact, it might be the ideal way to help struggling students get back on track. A Gaming Culture You’ll be hard-pressed to find a kid that doesn’t have at least some interest in video games. Though their preferred play method and style may vary, video games have found their place in almost every home in the nation. Between consoles, computers, and smartphones, most households have at least a few video games within easy reach. That means the paradigm of gaming is familiar to the vast majority of students and parents. While video games have a reputation for “rotting” brains more than helping them grow, there are many platforms that promote learning. Even the most questionable games teach lessons about spatial awareness or map-reading. They may even help build a person’s vocabulary depending on the target age group for which the game was intended. Deductive reasoning is also a regular requirement of video games, especially those with puzzle-solving components. But some games actually focus on learning, and more could be created to achieve that goal. How Gamification Works The point of the gaming-style invasion in education is to peek student’s interest in the material by changing how it is delivered. Traditional video game mechanics are brought in to help change the energy in the classroom. But, instead of using standard stories to keep the game moving forward, principles of English, history, math, science, and social studies can be presented. In fact, Academy School District 20 in Colorado Springs is introducing the concept for elementary, middle and high school students. The goal is to bring new experiences into the classroom to appeal to those who may struggle to learn through traditional means or provide options for students who are already excelling. Why it Benefits Struggling Students It is hard to engage struggling students in the classroom. If they are having trouble grasping the material, they may be less inclined to be involved in a traditional classroom lesson. These aren’t the kids that will volunteer to go to the board to work out a math problem; they aren’t raising their hands to answer questions, and may even be afraid of asking for help. Adding a video game component can increase their comfort level. Various studies have shown that African-American students traditionally game more than their Caucasian counterparts, so this can be effective for reaching out to certain minorities in the classroom. It gives them a system that they enjoy, allows the information to be conveyed in a new way, and may feel like a more level playing field psychologically. Not every student learns well by simply reading the textbook or managing homework. Some students prefer auditory input while others need hands-on demonstrations. Video games have the ability to combine all of these traits into a single learning system. And the increased entertainment value might make it more interesting to students in general. In some cases, it may help students achieve flow, a psychological state where the person is fully immersed in the task at hand. This increased focus and absorption helps improve performance by completely engaging the brain. A competitive spirit can also be fostered through video games. Students that are struggling in the grades department may find more intrinsic motivation through video game-based success. Leaderboards and level advancement can help students see how they are improving, even if they don’t immediately connect the achievement with learning. Gamification Doesn’t Hurt High Achievers One of the points brought up against gamification involves the students who are already succeeding. The thought is that time spent gaming is a waste for those who don’t need the format to excel. But gaming within the learning context still benefits high achievers. It provides new methods for exploring knowledge and integrating new information and adds an element of fun that may be lacking with traditional mechanisms. Video games are widely enjoyed by people of varying intelligence and are seen as a norm across most cultures. Both male and female students often game. Even if their preferred styles vary, the concepts behind gaming are fairly universal in relation to goal achievement, forward progress, and desire for success. How to Gamify without Video Games Gamification principles can be brought into the learning environment even if actual video games aren’t available. Here are some ways to bring the principles of gaming into the classroom even if you can’t access the actual tech. Give Multiple Lives In a video game, you have to save points and multiple lives. So, why is answering a question in the classroom often a one-and-done concept? Give students the opportunity to try again, and to learn from their mistakes. Perceived failures can ultimately lead to success if students are allowed to try again. Give Feedback Immediately When gaming, you know almost immediately if your move was right or wrong. Try providing instant feedback to students, or encourage them to do so when working with each other. Quick validations can build confidence, and fast corrections help them move past the error and onto the right track. Create Levels for Progress A gamer knows they are moving forward as they see the level advance or the experience bar fill. Take a similar approach by creating visual ways to show how they are moving forward. And then, give a clear indication what is needed to progress further. Celebrate forward achievement whenever possible to help provide the motivation to keep pushing ahead. The idea of homework automatically carries a negative connotation for many students. But completing a quest sounds like an adventure. Even if the learning objectives are the same, consider reframing how you present the tasks. Quests feel epic, and homework is a drag; which option would you rather do? Encourage Open Mindedness Since gamification in edtech is relatively new, it is important to keep an open mind about its potential use in the classroom. If you see the value, then try to extol its virtues to those with decision-making authority. This may help your struggle students get what they need and give everyone a chance to have more fun. With the potential rewards so great, why not give it a try. Your students may do more than thank you.

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Recent research shows the benefits of learning throughout adulthood are not only critical to enhancing future employment opportunities but provide individuals with the social and relational capabilities to make a contribution to community life more widely and increase their sense of wellbeing. Previous reviews have demonstrated the wellbeing gains from training in the workplace. Indeed, it is estimated that taking a part-time work-related course can yield wellbeing benefits to the learner equivalent to £1,584 of income annually. Workplace training that helps employees in their job role increases their job satisfaction and this improves people’s overall satisfaction with life. However, what about the wellbeing benefits of adult learning outside of the workplace? In recent research the What Works Wellbeing team at the University of East Anglia examined the wellbeing outcomes from learning programmes. What did the research find? Because this research focused on studies that tracked the outcomes for individual learners it was able to understand the cause and effect relationship between learning and wellbeing. The research reviewed some of the benefits for older learners, marginalised groups and from community projects. It was evident that taking part in learning can improve an individual’s wellbeing through the social contact it generates, the sense of purpose it creates and tangible progression it delivers in, for example, mastering new skills or knowledge. Community and economic outcomes Adult learning is extremely important for developing what are often referred to as soft skills. However, what has perhaps been under-estimated in the past, is how pivotal these soft skills are to economic and community outcomes alongside personal wellbeing. These soft skills include self-confidence in learning, self-esteem, sense of fulfilment, and capabilities for social interaction and creating social networks. The power of these soft skills as an enabler allowing individuals to better identify and seize life opportunities is considerable. The breadth of adult learning opportunities Often adults’ primary exposure to learning has been through compulsory education. Yet adult learning opportunities are often more varied, leaving behind the more rigid classroom based format to embrace learner centred and learner led approaches where the learning meets a specific need or interest of the learner. For example, the review revealed learning created around community projects such as gardening or workshops for furniture making or using skilled trades, provided older learners with the opportunity to use their expertise to contribute to community goods and at the same time acted as mentors to others. The act of mentoring of itself provided these learners with added social connections and a sense of purpose enhancing their personal sense of wellbeing. What about younger learners? For younger learners they were often motivated by the opportunity for personal development, particularly in areas of self-confidence and confidence in social relationships which in turn aided progression in more formal learning attainment and employment opportunity. In these specific learning situations the inter-generational learning was evident with older learners using not only their technical expertise but their organisational skills to run community projects and helping to prepare younger people for the world of work. For those adults who may be more marginalised in community and work life due to social or economic disadvantages then learning acts as an important resource. Participation in adult learning helps build the personal and social competences that support formal educational qualification and in turn increases employment prospects. The tailoring of learning Where adult learning is sufficiently tailored to the specific needs of its users, then it can operate as a powerful pathway for building the necessary soft skills and educational attainment to enhance their economic prospect and in so doing improves individual wellbeing. This improvement is wellbeing for certain groups is vital because of the potential to create a positive cycle of economic and social progress. Those with higher wellbeing are more likely to engage with lifelong learning which in turn has positive wellbeing benefits and so the wellbeing cycle replenishes. But those with lower wellbeing may feel less able or confident to engage in learning and as such are missing out on the opportunities that can follow. Learning provides individuals with a pathway to personal wellbeing through its ability to equip us with the human competencies to both get the most from economic and social life, but importantly to also contribute to economic and social life.

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Welcome to our post offering a sample of the AIOU solved assignments for the B.Ed. course code 8601 for the semester of spring 2023. We understand the importance of providing guidance and support to students pursuing their B.Ed degrees at AIOU, and we are pleased to offer this sample solution as a helpful resource. Here is your solution to Assignment#2: Course: General Methods of Teaching (8601) Semester: Spring, 2023 Level: B.Ed. (1.5/2.5 year) Total Marks: 100 Pass Marks: 50 Assignment No. 2 (Units: 5- 9) What are group projects? How are group projects used in schools? Group projects refer to collaborative assignments or tasks where students work together in small groups to achieve a common goal or complete a shared project. In group projects, students pool their knowledge, skills, and perspectives to accomplish a task that may be more challenging or extensive than what an individual student can accomplish alone. Group projects are widely used in schools as an instructional strategy to promote active learning, critical thinking, teamwork, and problem-solving skills. Here are some key ways in which group projects are used in schools: - Encouraging Collaboration: Group projects provide opportunities for students to collaborate with their peers. By working in teams, students learn to communicate effectively, share ideas, and negotiate differences of opinion. Collaboration enhances interpersonal skills and fosters a sense of collective responsibility toward the project’s success. - Developing Social Skills: Group projects offer students the chance to develop essential social skills, such as listening, respecting others’ perspectives, and resolving conflicts. Through interactions within the group, students learn to appreciate diversity, build empathy, and develop effective teamwork skills that are crucial for success in both academic and professional settings. - Fostering Critical Thinking: Group projects often require students to think critically and analyze information collectively. By engaging in discussions, evaluating different viewpoints, and solving problems as a team, students enhance their analytical skills, gain new insights, and develop a broader understanding of the subject matter. - Promoting Time Management and Organization: Group projects necessitate planning, organizing, and managing time effectively. Students learn to divide tasks, set deadlines, allocate responsibilities, and coordinate efforts to ensure the timely completion of the project. This helps students develop valuable skills in time management, organization, and project coordination. - Enhancing Creativity and Innovation: Group projects provide a platform for students to explore their creativity and generate innovative ideas. The diversity of perspectives within the group allows for a broader range of ideas and solutions to be considered. Through brainstorming and collaborative problem-solving, students can develop unique and creative approaches to the project. - Improving Presentation and Communication Skills: Many group projects involve presenting the final outcomes to the class or a larger audience. This offers students an opportunity to enhance their presentation and public speaking skills. Additionally, group projects require effective communication among team members, both in verbal and written forms, further strengthening students’ communication abilities. By incorporating group projects into the curriculum, educators aim to foster a learner-centered environment that promotes active engagement, critical thinking, collaboration, and the development of essential life skills. Group projects not only enhance academic achievement but also prepare students for future professional endeavors that require effective teamwork and collaboration. (i) The structure of the guided discussion method (ii) the assessment procedure of classroom discussion The structure of the guided discussion method The guided discussion method is an instructional strategy that facilitates meaningful and structured classroom discussions. It encourages active student participation, critical thinking, and the exploration of ideas through guided facilitation. The structure of a guided discussion typically involves the following components: - Introduction: The facilitator introduces the topic or question that will guide the discussion. They may provide background information, and context, or pose a thought-provoking question to stimulate student engagement. - Pre-discussion Preparation: Students may be given time to individually reflect on the topic, gather relevant information, or formulate their initial thoughts or opinions. This helps students prepare for the discussion and ensures they have some initial ideas to contribute. - Opening Statement: The facilitator or a selected student shares an opening statement related to the topic. This statement can be an argument, a summary of relevant reading, or a personal experience. It serves as a starting point for the discussion and sets the tone for subsequent contributions. - Guided Facilitation: The facilitator guides the discussion by posing questions, encouraging students to elaborate on their ideas, and promoting deeper analysis and reflection. They may ask open-ended questions, probe for clarification, or invite different perspectives to foster a rich and dynamic conversation. - Active Student Participation: Students actively participate by sharing their thoughts, asking questions, offering counterarguments, and building on each other’s ideas. They engage in active listening and respectful dialogue, supporting their arguments with evidence and reasoning. - Summarizing and Synthesizing: Throughout the discussion, the facilitator periodically summarizes key points, highlights connections between ideas, and encourages students to synthesize the discussion’s main takeaways. This helps consolidate learning and provides closure to the discussion. - Reflection and Extension: After the discussion, students may be given time for individual reflection on what they have learned, how their thinking has evolved, or how they can apply the insights gained from the discussion to real-life situations. This step promotes metacognition and reinforces the value of the discussion as a learning experience. The assessment procedure of classroom discussion: Assessing classroom discussions can be challenging as it involves capturing the dynamics of student participation, critical thinking, and the quality of contributions. Here are some common assessment procedures for classroom discussions: - Participation and Engagement: Assess the extent and quality of students’ participation and engagement in the discussion. Consider factors such as the frequency of contributions, active listening, respectful communication, and the ability to build on others’ ideas. - Content Knowledge: Evaluate students’ understanding of the topic by assessing the accuracy and depth of their contributions. Look for evidence of conceptual understanding, the use of relevant terminology, and the ability to connect ideas. - Critical Thinking: Assess students’ ability to think critically by evaluating their analysis, evaluation, and synthesis of ideas during the discussion. Look for evidence of logical reasoning, evidence-based arguments, and the ability to consider multiple perspectives. - Communication Skills: Evaluate students’ communication skills, including clarity, coherence, and organization of their ideas. Assess their ability to express themselves effectively, listen attentively, and respond thoughtfully to others. - Collaboration and Interpersonal Skills: Assess students’ ability to collaborate and engage in respectful dialogue. Consider their ability to work collaboratively, build on others’ ideas, and respond constructively to different viewpoints. - Reflection and Metacognition: Encourage students to reflect on their own participation and learning from the discussion. This can be done through self-assessments, written reflections, or group reflections. Assess their ability to reflect on their contributions, identify areas for improvement, and articulate the insights gained from the discussion. Assessment methods may include observation, rubrics, self-assessments, peer evaluations, or a combination of these approaches. It is important to provide clear criteria and expectations to students regarding how their participation in the discussion will be assessed. Discuss the importance of asking questions in classroom discussions. State tips to ask effective questions. Asking questions in classroom discussions plays a crucial role in fostering student engagement, critical thinking, and a deeper understanding of the subject matter. Here are some key reasons why asking questions is important in classroom discussions: - Stimulates Critical Thinking: Questions encourage students to analyze, evaluate, and synthesize information. They prompt students to think beyond surface-level knowledge and delve into deeper conceptual understanding, fostering critical thinking skills. - Promotes Active Learning: Questions shift the learning process from passive reception to active participation. When students engage in answering questions, they take ownership of their learning and become actively involved in constructing knowledge. - Encourages Student Engagement: Well-crafted questions pique students’ curiosity, motivating them to actively participate in the discussion. Questions provide opportunities for all students to contribute, fostering an inclusive and engaging classroom environment. - Develops Communication Skills: By asking and answering questions, students practice articulating their thoughts, reasoning, and arguments. This improves their communication skills, including clarity, organization, and the ability to express ideas effectively. - Enhances Understanding and Retention: Questions promote deeper understanding by challenging students to reflect on the topic, make connections, and integrate new information with existing knowledge. This helps students retain information and develop a more comprehensive understanding of the subject matter. To ask effective questions during classroom discussions, consider the following tips: - Plan and Prepare: Before the discussion, review the topic and identify key concepts or areas where student understanding may need clarification. Prepare a list of thought-provoking questions to guide the discussion. - Use Open-Ended Questions: Ask questions that require more than a simple “yes” or “no” response. Open-ended questions prompt students to think critically, provide explanations, offer evidence, and engage in deeper analysis and reflection. - Scaffold Questions: Begin with easier questions to build students’ confidence and gradually progress to more challenging or thought-provoking questions. This scaffolding supports students in developing their understanding and encourages participation. - Encourage Student-to-Student Questions: Encourage students to ask questions to their peers during the discussion. This not only promotes active engagement but also fosters collaborative learning and peer interaction. - Give Wait Time: Allow sufficient wait time after asking a question. This gives students the opportunity to process the question, gather their thoughts, and formulate meaningful responses. Avoid rushing to fill the silence, as it can hinder students’ ability to engage in deeper thinking. - Probe and Follow-Up: After a student responds to a question, follow up with probing questions to encourage further exploration of the topic. Probing questions can seek clarification, ask for additional examples, or challenge students to consider alternative perspectives. - Respect Student Responses: Be attentive and respectful to student responses, regardless of whether they are correct or incorrect. Encourage students to elaborate on their ideas and provide evidence or reasoning to support their responses. - Foster Discussion Among Students: Encourage students to ask questions to their peers, seek clarification, and engage in a meaningful exchange of ideas. This fosters a collaborative learning environment where students learn from and with each other. By incorporating these tips and utilizing effective questioning techniques, educators can facilitate dynamic and engaging classroom discussions that promote critical thinking, active learning, and deeper understanding among students. Click Here to see solutions to another assignment of spring 2023. Give an account of cooperative learning strategies and techniques. Cooperative learning strategies are instructional approaches that promote collaboration, teamwork, and positive interdependence among students. These strategies emphasize active participation, shared responsibility, and mutual support to achieve common learning goals. Here are some popular cooperative learning techniques: - Jigsaw Technique: In the jigsaw technique, students are divided into small groups. Each group member becomes an expert on a specific subtopic or piece of information. After studying their assigned content, students from different groups with the same subtopic gather together to share their knowledge. This collaborative sharing helps each student gain a comprehensive understanding of the topic. - Think-Pair-Share: In this technique, students think independently about a question or prompt, then pair up with a classmate to discuss their thoughts. After discussing, pairs share their ideas with the whole class. This strategy encourages active participation, improves communication skills, and allows students to benefit from different perspectives. - Round Robin: In the round-robin technique, students sit in a circle, and a question or problem is posed. Each student takes turns sharing their ideas or solutions, going around the circle until everyone has contributed. This technique ensures equal participation, promotes active listening, and encourages students to build upon each other’s ideas. - Numbered Heads Together: Students are grouped into teams and each team member is assigned a number. The teacher poses a question, and students discuss it within their teams. When the teacher calls out a number, the corresponding team members stand up to provide their response. This strategy encourages group discussion, accountability, and active engagement. - Group Investigation: In this strategy, students work in small groups to investigate a specific topic or problem. Each group member has a designated role or task, such as researcher, recorder, or presenter. They collaborate to gather information, analyze data, and present their findings to the class. Group investigation promotes teamwork, critical thinking, and problem-solving skills. - Learning Circles: Learning circles involve small groups of students who meet regularly to explore a specific topic or concept. Students take turns being the facilitator and guiding the discussion, sharing resources, and engaging in collaborative learning. This technique fosters peer interaction, and deeper understanding, and promotes a sense of ownership over the learning process. - Collaborative Projects: Collaborative projects involve students working together on an extended task or project. This can include group research projects, presentations, or hands-on activities. Through collaboration, students develop communication, time management, and problem-solving skills while learning from one another. These cooperative learning strategies create a supportive learning environment where students actively engage with the content, develop social skills, and deepen their understanding through shared knowledge and experiences. By implementing these techniques, educators can enhance student learning outcomes and cultivate important life skills such as teamwork, communication, and critical thinking. Classify the audio-visual aids. Audio-visual aids are instructional tools that combine auditory and visual elements to enhance teaching and learning experiences. These aids help to stimulate students’ senses and facilitate better understanding and retention of information. Audio-visual aids can be classified into several categories based on their characteristics and functions. Here are some common classifications: - Projection Aids: - Overhead Projector: Allows the projection of text, images, or diagrams onto a screen or wall. - Slide Projector: Projects individual slides containing visual content onto a screen or surface. - Digital Projector: Uses digital technology to display images or videos from a computer or other digital sources. - Display Aids: - Whiteboard/Blackboard: Traditional writing surfaces used for demonstrating concepts, illustrating examples, or solving problems. - Flipchart: This consists of large sheets of paper mounted on a stand, used for presenting information and interacting with the audience. - Posters/Charts: Visually appealing displays that provide information, graphics, or diagrams related to a specific topic. - Audio Aids: - Audio Recordings: Pre-recorded audio materials, such as lectures, speeches, interviews, or podcasts. - Music or Sound Clips: Used to create a mood or evoke emotions related to the topic being discussed. - Visual Aids: - Images/Photographs: Still pictures or photographs that illustrate concepts, provide examples, or visually represent information. - Diagrams/Graphs: Visual representations of data, relationships, or processes. - Models/Manipulatives: Three-dimensional representations or physical objects used to demonstrate concepts or simulate real-life scenarios. - Multimedia Aids: - Videos: Visual recordings that incorporate audio, motion, and sometimes text to present information or demonstrate processes. - Interactive Multimedia: Computer-based programs or applications that allow users to engage with content through interactive elements, such as quizzes or simulations. - Online Resources: Websites, online videos, animations, or virtual tours that provide visual and auditory content to support learning. - Real Objects: - Physical objects or props are brought into the classroom to provide a tangible representation of a concept or to enhance understanding. It’s important to note that the classification of audio-visual aids can vary, and there may be overlaps or variations in how they are categorized. The selection of appropriate audio-visual aids depends on the learning objectives, the content being taught, and the preferences and needs of the students. Using a combination of different audio-visual aids can provide a varied and engaging learning experience for students. Note: Please note that this is a sample solution provided to assist you in understanding the assignment requirements and structuring your own responses. It is essential to refer to the official course materials, lectures, and guidelines provided by your institution for the most accurate and complete information. Subscribe to our newsletter. Visit our Facebook page or join our group to stay updated about upcoming AIOU solved assignments. #aiousolvedassignments #aiousolvedassignmentsspring2023 #8601solvedassignments2

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Are you curious about the pros and cons of summative assessment? Well, look no further! In this article, we'll explore the benefits and drawbacks of this evaluation method. We'll also discuss the importance of clear assessment criteria and how it impacts student motivation. Additionally, we'll delve into the effectiveness of feedback in summative assessment and potential biases that may arise. Finally, we'll provide strategies for finding the right balance between summative and formative assessment. So, let's dive in and explore this topic together! - Summative assessment provides a comprehensive overview of student knowledge and understanding. - Limited feedback in summative assessment inhibits student learning and improvement. - Clear assessment criteria are important for providing clarity on expectations and enhancing performance. - Feedback in summative assessment plays a crucial role in student growth and development. Benefits of Summative Assessment You should consider the benefits of summative assessment when evaluating student progress. Summative assessment, which is typically done at the end of a unit or course, provides a comprehensive overview of a student's knowledge and understanding. One major benefit is that it allows you to gauge the effectiveness of your teaching methods and curriculum. By analyzing the results of summative assessments, you can identify areas where students are excelling and areas where they may need additional support. This information can guide your future lesson planning and instructional strategies. Another benefit of summative assessment is that it provides students with closure and a sense of accomplishment. It allows them to showcase what they've learned and how they've grown throughout the course. Summative assessments often take the form of tests or projects, which give students the opportunity to apply their knowledge and skills in a meaningful way. This can boost their confidence and motivation to continue learning. Furthermore, summative assessment provides a basis for grading and evaluating student performance. It helps you determine whether students have met the learning objectives and standards set for the course. With summative assessments, you can assign grades that accurately reflect a student's level of achievement. This information can be valuable for reporting to parents, tracking progress, and making informed decisions about student placement or advancement. Drawbacks of Summative Assessment One drawback of summative assessment is that it often provides limited feedback to students, leaving them with little opportunity to learn from their mistakes. Additionally, the high-stakes nature of summative assessments can create immense pressure on students, leading to anxiety and potentially hindering their performance. These drawbacks highlight the need for a more balanced approach to assessment that includes formative assessments and ongoing feedback to support student growth and learning. Limited Student Feedback Do not overlook the importance of receiving limited student feedback when discussing the drawbacks of summative assessment. While summative assessments provide a snapshot of a student's overall understanding and performance, the lack of detailed feedback can hinder their learning and growth. Consider the following points: - Limited feedback inhibits students from understanding their strengths and weaknesses, making it difficult for them to improve. - Without specific feedback, students may struggle to identify areas where they need additional support or clarification. - Limited student feedback can lead to a lack of engagement and motivation, as students may feel their efforts aren't being recognized or valued. It is crucial to find ways to incorporate more comprehensive and timely feedback into summative assessment practices, ensuring that students have the opportunity to learn from their mistakes and make meaningful progress in their academic journey. Don't underestimate the detrimental effects of consistently experiencing high-stakes pressure during summative assessments. It's easy to overlook the toll it takes on your mental and emotional well-being. The pressure to perform well can lead to increased anxiety, which can hinder your ability to think clearly and perform at your best. Additionally, the weight placed on a single assessment can create a sense of unfairness, as your entire academic success is determined by one test or project. On the other hand, high-stakes assessments can motivate you to study harder and push yourself to excel. It can also provide a clear measure of your knowledge and skills. However, it's important to strike a balance and not let the pressure overwhelm you. Take care of your mental health and remember that your worth as a student is not solely defined by your performance on a single test. |Motivates you to study harder |Increased anxiety and stress |Provides a clear measure of knowledge and skills |Sense of unfairness |Pushes you to excel Importance of Clear Assessment Criteria You need to carefully go through the assessment criteria to ensure that you understand the expectations. This is crucial because clear assessment criteria play a vital role in guiding your learning journey and helping you achieve your goals. Here are some key reasons why understanding assessment criteria is important: - Provides clarity: Clear assessment criteria outline the specific knowledge, skills, and abilities you need to demonstrate. By understanding these criteria, you'll have a clear understanding of what's expected of you and can focus your efforts accordingly. - Enhances performance: When you know what's being assessed, you can tailor your preparation and study strategies to meet the criteria. This helps you to perform at your best and achieve higher grades or outcomes. - Enables self-assessment: Understanding the assessment criteria empowers you to evaluate your own progress and identify areas for improvement. By using the criteria as a guide, you can assess your work against the desired standards and make necessary adjustments. Impact on Student Motivation Stay engaged in the learning process to boost your motivation and maximize your academic performance. The impact of student motivation on academic success is a topic of great importance. When you're motivated, you're more likely to actively participate in class, complete assignments on time, and strive for excellence. On the other hand, when your motivation wanes, it can have a negative effect on your academic performance. Lack of motivation may lead to procrastination, decreased effort, and even a decline in grades. There are several factors that can influence your motivation as a student. One of the main factors is the relevance of the material being taught. When you understand the importance of what you're learning and how it can be applied in real-life situations, you're more likely to stay motivated. Additionally, the teaching methods used by your instructors can also impact your motivation. Engaging and interactive lessons that encourage active participation can help maintain your interest and enthusiasm. Another factor that can affect your motivation is the feedback and support you receive from your teachers. When you receive positive feedback and recognition for your efforts, it can boost your confidence and motivate you to continue working hard. Conversely, if you receive little to no feedback or if it's overly critical, it can demotivate you and make you question your abilities. Effectiveness of Feedback in Summative Assessment As you analyze the effectiveness of feedback in summative assessment, consider how it can impact your understanding and improvement in academic performance. Feedback plays a crucial role in the learning process, providing students with valuable insights into their strengths and areas for improvement. By receiving feedback on your performance in summative assessments, you can gain a deeper understanding of the subject matter and identify areas where you need to focus your efforts. This feedback can also serve as a guide for future learning, helping you make necessary adjustments and improve your academic performance. Here are three reasons why feedback in summative assessment is important: - Identifying strengths and weaknesses: Feedback allows you to recognize your strengths, which can boost your confidence and motivation. It also highlights areas where you may need additional support or practice, helping you prioritize your learning goals. - Clarifying misconceptions: Feedback can address any misunderstandings you may have about the content or concepts covered in the assessment. It provides an opportunity for you to ask questions and seek clarification, ensuring that you have a solid foundation before moving on to more advanced topics. - Promoting growth mindset: Effective feedback encourages a growth mindset by emphasizing effort, perseverance, and improvement. It helps you view challenges as opportunities for growth and learning, rather than as obstacles to success. Potential Bias in Summative Assessment Make sure to look out for any potential bias that may arise in summative assessment, as it can impact the fairness and accuracy of the results. Summative assessments are designed to evaluate students' learning and achievement at the end of a unit, course, or program. While they provide valuable information about students' performance, it's important to be aware of the potential bias that can influence the outcomes. One source of bias in summative assessment is the design of the assessment itself. If the assessment questions or tasks are culturally biased or favor certain groups of students, it can lead to unfair outcomes. For example, if a math test includes word problems that are only relatable to a specific cultural experience, it may disadvantage students from different backgrounds. Another potential bias in summative assessment is related to the scoring process. If the scoring criteria aren't clear or consistent, it can introduce subjectivity and bias into the evaluation. Different teachers or examiners may interpret the criteria differently, leading to inconsistent results. Furthermore, bias can also occur when students' prior performance or background information is taken into account. If a student's past achievement or personal circumstances are considered in the assessment, it may unfairly influence the outcome. For instance, if a teacher assumes that a student from a disadvantaged background is less capable, it can result in lower expectations and biased grading. To minimize potential bias in summative assessment, it's essential to use a variety of assessment methods, ensure clear and fair scoring criteria, and provide training for teachers and examiners to make unbiased judgments. It's important to recognize and address bias to ensure that summative assessments provide accurate and equitable evaluations of students' learning and achievement. Strategies for Balancing Summative and Formative Assessment You should consider implementing a variety of assessment strategies to effectively balance summative and formative assessment. Assessments play a crucial role in evaluating students' progress and understanding. By combining summative and formative assessment, you can gather comprehensive data about your students' learning and make informed instructional decisions. Here are three strategies to help you strike the right balance: - 1. Use a mix of assessment types: Incorporate both summative assessments, which evaluate learning at the end of a unit or course, and formative assessments, which provide ongoing feedback during the learning process. This will give you a holistic view of your students' progress. - 2. Provide timely feedback: Promptly provide feedback on both summative and formative assessments. This will help students understand their strengths and areas for improvement, and allow you to address any misconceptions or gaps in understanding. - 3. Engage students in self-assessment: Encourage students to reflect on their own learning and assess their progress. This helps them take ownership of their learning and develop metacognitive skills. Frequently Asked Questions How Does Summative Assessment Affect Students' Long-Term Learning and Retention of Information? Summative assessment, like tests and exams, can impact your long-term learning and retention of information by providing a snapshot of your knowledge and highlighting areas for improvement. However, it may also create stress and focus on memorization rather than deeper understanding. What Are Some Potential Ways to Minimize Bias in Summative Assessment? To minimize bias in summative assessment, you can use various strategies. For instance, ensure clear assessment criteria, provide diverse examples, and implement blind grading. These methods can help promote fairness and accuracy in evaluating student performance. How Can Teachers Ensure That Students Understand the Assessment Criteria Before the Summative Assessment? To ensure students understand the assessment criteria before the summative assessment, you can provide clear explanations, examples, and rubrics. This will help them know what is expected and how they will be evaluated. Are There Any Specific Strategies or Techniques That Can Enhance the Effectiveness of Feedback in Summative Assessment? There are several strategies and techniques that can enhance the effectiveness of feedback in summative assessment. By providing clear and specific feedback, using rubrics, and allowing for student self-assessment, you can improve the overall impact of the assessment process. What Are Some Common Challenges Faced by Educators When Trying to Balance Summative and Formative Assessment in the Classroom? Balancing summative and formative assessment can be like walking a tightrope. You must navigate the challenges of time constraints, finding the right mix of assessments, and ensuring both are meaningful for student learning.

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Artificial Intelligence (AI) and Machine Learning (ML) have recently brought significant changes across various industries, especially education. Integrating AI and ML technologies into Learning Management Systems (LMS) has completely transformed the teaching and learning landscape. By incorporating AI and ML into LMS, we have unlocked possibilities for learning, data-driven decision-making, and improved student engagement. We will delve into AI and ML’s role in LMS In this blog post, exploring the advantages they offer to educators and learners. Table of Contents 1. Customized Learning Experiences A key benefit of integrating AI and ML into LMS is the ability to provide learning experiences. By leveraging algorithms, AI can analyze student data such as learning styles, preferences, and performance to create learning paths. With the help of AI-powered LMS platforms like Bridge app, Teachable, Kajabi, and more, educators are empowered to design learning modules that customize content delivery, assessments, and feedback according to each student’s needs. This individualized approach allows learners to engage with course materials at their own pace while fostering motivation that translates into academic outcomes. 2. Intelligent Recommendations for Content AI and ML algorithms can analyze data amounts to offer content recommendations. By monitoring the actions and patterns of users, like their browsing history and how they interact with the system, AI-driven learning management systems (LMS) can suggest resources, readings, and multimedia materials. This feature allows learners to explore content that matches their interests and learning goals, thereby enhancing their educational experience. 3. Automated Grading Process Automating the process of grading and providing feedback can significantly save educators time. AI and machine learning (ML) can assist in this regard by enabling LMS platforms to grade assessments such as multiple choice questions or fill in the blanks. Additionally, AI-powered systems can analyze essay-type responses based on predefined criteria to offer feedback. This does save time. It also ensures consistent grading practices and prompt feedback, resulting in a more efficient learning environment. 4. Predictive Analytics Tools AI and ML can equip educators with predictive analytics tools that help identify students who may be at risk of falling behind or encountering difficulties in their studies. By examining data points such as attendance records, engagement levels, and assignment completion rates, AI-powered LMS platforms can identify students who may require intervention to prevent potential learning gaps. Educators have the opportunity to offer targeted support to students who may require assistance to excel academically. This can include providing resources, one-on-one guidance, or personalized feedback tailored to their needs. 5. Intelligent Tutoring Systems AI-powered LMS platforms can function as tutoring systems, offering students personalized help and guidance. These systems utilize machine learning algorithms to observe and comprehend how learners behave, identify areas where they struggle, and provide targeted support. By analyzing data from tasks and interactions, these AI-powered intelligent tutoring systems can adapt the learning experience for each student, offering hints or explanations when necessary and tracking progress over time. This individualized approach improves student’s understanding of concepts and fosters an engaging learning environment. 6. Course Design and Delivery AI and ML technologies also have the potential to enhance course design and delivery within LMS platforms. By analyzing learner data and feedback, AI algorithms can provide insights that improve strategies to ensure content relevancy and enhance assessment effectiveness. Educators can then make informed decisions based on this data-driven approach to optimize course structures and adapt teaching methods to cater to learning styles and address any knowledge gaps that arise. This iterative process allows for improvement while ensuring that courses are engaging, compelling, and aligned with the needs of learners. 7. Streamlining Resource Management Artificial intelligence (AI) and machine learning (ML) can significantly simplify resource management within a Learning Management System (LMS), making it more convenient for educators to organize and access course materials. Using AI algorithms, content metadata can be analyzed, tags and categories can be applied, and appropriate materials can be suggested based on learning objectives or topics. This functionality saves educators time by automating tasks related to resource management, allowing them to focus more on creating content and designing instructional materials. To summarize, incorporating AI and ML technologies has revolutionized the LMS landscape, offering possibilities for learning, data-driven decision-making, and increased student engagement. By harnessing the power of AI and ML algorithms, LMS platforms can provide learning experiences, intelligent recommendations for content, automated grading with feedback mechanisms, predictive analytics capabilities, and intelligent tutoring systems for students to benefit from improved course design and delivery methods. Alongside this, they get efficient resource management features as well. Integrating AI and ML in LMS can transform education by tailoring instruction to learners’ needs while enhancing overall learning outcomes, ultimately empowering educators with actionable insights.

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|Use this page to maintain syllabus information, learning objectives, required materials, and technical requirements for the course. |WR 121_H - Academic Composition-Honors Learning Objectives: Upon successful completion of this course, the student should be able to: 1. The course also introduces students to skills in source analysis, documentation, and beginning research methods 2. Demonstrate critical thinking and reading skills of situations or challenging college-level texts: a. Read actively and rhetorically: engage with complex ideas in order to evaluate and interpret texts b. Evaluate, use, and synthesize sources in support of the thesis, which may include primary and secondary, and found in media-captured, electronic, live and printed forms c. Develop and organize essays using logic, examples, and illustration, and research to support his/her ideas d. Engage in the research process as part of an inquiry process 3. Make appropriate and effective rhetorical choices during all stages of the writing process: a. Adopt an appropriate point of view, which takes into account voice, tone, and ethos b. Choose strategies of development appropriate for the purpose and audience--including narration, cause/effect, description, comparison/contrast, classification, process, and definition (recognizing that effective writing usually involves combinations of these "modes") c. Identify audience and a clear purpose d. Shape a thesis and/or controlling idea (implicit or explicit) that expresses a focused approach to ideas, insights, and/or applications 4. Develop and Organize Essays: a. Develop essays through a flexible process of pre-drafting, planning, drafting, revising, and editing b. Write at least one essay that demonstrates an understanding of the basic principles of argumentation c. Develop support using methods that may include: adequate explanatory details, sensory and narrative detail, dialogue, examples, illustrations, reasons, analogies, and forms of evidence such as summary and synthesis of outside sources d. Organize ideas coherently and logically in clear sentences, paragraphs, and essays, employing effective connections and transitions e. Utilize an effective organizational strategy that reflects the scope and nature of the thesis, including: an effective introduction, logically arranged body paragraphs that develop the thesis, body, and conclusion f. Emphasize and subordinate ideas appropriately 5. Begin to use the library and Internet resources to conduct research: a. Use a database and the Internet to locate information and evidence b. Demonstrate an ability to summarize, paraphrase, and quote sources in a manner that distinguishes the writer's voice from that of his/her sources 6. Effectively and correctly use accepted conventions and formatting: a. Type and format final drafts with appropriate headings, titles, spacing, margins, demonstrating an understanding of either MLA or APA citation style b. Use the handbook or other resources for style, grammar, and citation c. Evaluate the effectiveness of his/her work with peer responders, tutors, and/or instructors, demonstrating a focused process of improvement from early to final drafts d. Employ an appropriate variety of correct and effective sentence structures (e.g., fragments may appear only when stylistically appropriate) e. Demonstrate the ability to use Edited Standard Written English (ESWE) to address an academic audience |Return to Previous

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This course is part of the (Res)MA History Programme. It is not accessible for BA students. The European maritime expansion overseas started in 1415 with the Portuguese conquest of Ceuta (North of Africa). Since the very beginning, the exploration of exotic places and different peoples went hand in hand with the exploitation of overseas resources. The Business of Empire looks for answers for the questions of who, how, when and where were colonial and imperial enterprises organized. Participants in this course will be making their acquaintance with a body of literature and sources regarding the different European colonial and imperial enterprises for a period of 500 years, in search for patterns of continuity and change in the way European corporations (firms, companies, joint stocks and banks) and their non-European partners ran shipping and trading routes, infrastructural investments (railroads, harbors, roads, water management projects, etc), cash-crop agricultural concerns (plantations), mines and transformative overseas manufacturing industries. This course offers a broad and diversified transnational analysis, including all major Western European empires (Danish, Dutch, English, French, Portuguese, Spanish and Swedish), in an attempt to foster comparative approaches and cross-student exchanges. The course is directly opened to (RES)MA students following the tracks of Economic History and as optional course to all other students. General learning objectives The student has acquired: 1) The ability to independently identify and select literature, using traditional and modern techniques; 2) The ability to independently identify and select sources, using traditional and modern techniques; 3) The ability to analyse and evaluate a corpus of sources with a view to addressing a particular historical problem; 4) The ability to analyse and evaluate literature with a view to addressing a particular historical problem; 5) The ability to independently formulate a clear and well-argued research question, taking into account the theory and method of the field and to reduce this question to accessible and manageable sub-questions; 6) The ability to independently set up and carry out an original research project that can make a contribution to existing scholarly debates; 7) The ability to give a clear and well-founded oral and written report on research results in correct English, when required, or Dutch, meeting the criteria of the discipline; 8) The ability to participate in current debates in the specialisation; 9) The ability to provide constructive feedback to and formulate criticism of the work of others and the ability to evaluate the value of such criticism and feedback on one’s own work and incorporate it; 10) (ResMA only:) The ability to participate in a discussion of the theoretical foundations of the discipline. Learning objectives, pertaining to the specialisation The student has acquired: 11) Thorough knowledge and comprehension of one of the specialisations or subtracks as well as of the historiography of the specialisation, focusing particularly on the following; -in the specialisation Cities, Migration and Global Interdependence: the manner in which migrations (of people, goods and ideas) between and within states have led to shifts (in cohesion, ethnic composition, policies, imaging, culture, and power relations) in the period 1600-2000, with a focus on (urban) networks (within and across borders); -in the subtrack Economic History also: the origin and outcomes of the Great Divergence, developments in political economy since ca 1600, increasing global interdependence throughout the centuries, the development of global governance in the twentieth century, as well as the most important debates in recent Economic History. 12) Thorough knowledge and comprehension of the theoretical, conceptual and methodological aspects of the specialisation or subtrack in question, with a particular focus on the following: -in the specialisation Cities, Migration and Global Interdependence: the interdisciplinary approach (application of theories and methods from social sciences), the comparative perspective (diachronic and synchronic) and working with a large variety of primary sources; -in the subtrack Economic History also: the application of economic concepts, research methods or models; insight into the argumentation of current debates. Learning objectives, pertaining to this Research Seminar 13) Gains knowledge and insight into Early Modern and Modern theoretical approaches to entrepreneurship 14) Gains knowledge and insight into Early Modern and Modern approaches to the study of colonial and imperial entrepreneurship in the exploitation of overseas resources 15) Gains knowledge and insight into continuitiy and change across time and empires (comparatively) of modes, systems and mechanisms of entrepreneurial deployment and behavior (based on social network analysis) 16) Develops a comprehensive understanding of the implications of entrepreneurial choices in the rise and fall of empires and its direct implications for state formation and democratization processes 17) (ResMA only) – Develops the ability to interpret a potentially complex corpus of sources; the ability to identify new approaches within existing academic debates; and acquires knowledge of the interdisciplinary aspects of the specialization. Mode of instruction - Seminar (compulsory attendance) This means that students have to attend every session of the course. If a student is not able to attend, he is required to notify the teacher beforehand. The teacher will determine if and how the missed session can be compensated by an additional assignment. If specific restrictions apply to a particular course, the teacher will notify the students at the beginning of the semester. If a student does not comply with the aforementioned requirements, he will be excluded from the seminar. Written paper (ca. 7500 words, based on research in primary sources, excluding title page, table of contents, footnotes and bibliography) measured learning objectives: 1-8, 13-16 Oral presentation and participation measured learning objectives: 4, 5, 7, 8, 11 Assignment 1 (feedback session) measured learning objectives: 9 (ResMA also: 10) Assignment 2 (weekly reflection) measured learning objectives: 6-7, 12 (ResMA also: 17) Written paper: 60% Oral presentation and participation: 15% Assignment 1: 15% Assignment 2: 10% Assignment 3: % The final grade for the course is established by determining the weighted average with the additional requirement that the written paper must always be sufficent. Assignments and written papers should be handed in within the deadline as provided in the relevant course outline on Brightspace. Should the overall mark be unsatisfactory, the paper is to be revised after consultation with the instructor. Inspection and feedback How and when a review of the written paper will take place will be disclosed together with the publication of the results at the latest. If a student requests a review within 30 days after publication of the results, a review of the written paper will have to be organised. Casson, M. and Casson, C., The entrepreneur in history: from medieval merchant to modern business leader. Palgrave Macmillan, Basingstoke, 2013. Casson, M. C. (2010) Entrepreneurship: theory, networks, history. Industrial dynamics, entrepreneurship and innovation. Edward Elgar Publishing Ltd, Cheltenham, 2010. Bowen, H. V., The Business of Empire. The East India Company and Imperial Britain, 1756-1833, Cambridge: Cambridge University Press, 2006. Enrolment through uSis is mandatory. General information about uSis is available on the website. Registration Studeren à la carte and Contractonderwijs

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Cambridge Lower Secondary Maths Stage 9: Teacher's Guide 2nd Edition Inspire and engage your students with this fully updated Lower Secondary Maths course from Collins offering comprehensive coverage of the curriculum framework and Thinking and Working Mathematically skills. Written by an experienced team, each Stage (7–9) comprises a comprehensive Student’s Book, extensive Workbook and supportive Teacher’s Guide. Designed to be used alongside the Stage 9 Student’s Book and Workbook, this comprehensive Teacher’s Guide is a highly flexible resource which provides teachers with teaching and learning support to deliver the curriculum. Informed by the latest expert research in mathematics education, and show-casing best practice teaching methods, this resource fully supports the integration of the Cambridge ‘Thinking and Working Mathematically’ characteristics into the learning of mathematics. • clear mapping of coverage of the learning objectives throughout the course, helping you effectively plan your teaching • guidance on promoting and assessing the Cambridge Thinking and Working Mathematically characteristics through the course • ideas for starter activities and discussions • notes on common errors and misconceptions • support and extension ideas • technology recommendations, investigations and research tasks • end-of-chapter Topic Reviews, to review and assess progress. Provides teacher support as part of a set of resources for the Cambridge Lower Secondary Mathematics curriculum framework (0862) from 2020. This series is endorsed by Cambridge Assessment International Education to support the new curriculum framework 0862 from 2020. Author: Belle Cottingham, Alastair Duncombe, Rob Ellis, Amanda George, Claire Powis and Brian Speed Curriculum: Cambridge International Education Dimension: 8.27 x 1.06 x 11.69 inches Edition: 2nd Edition Isbn 10: 0008378614 Pages: 480 pages Release date: May 1, 2021

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Say thanks to technological development because we all have the opportunity to improve our knowledge, abilities, and skills. Technology is the tool our children use in their daily activities from an early age and throughout their academic life. Introducing children to educational apps develops independence and autonomy in their learning. Practicing repetitive commands develops children’s tech skills and improves their problem-solving skills. But to make all of the things we’ve already said more clear, in this article we’ll discuss the benefits of educational apps for children. The Advantages of Educational Apps for Children When we say educational apps, most children think of boring games for babies and toddlers. But, there are many other educational apps with countless advantages and benefits. · Learning Becomes Fun and Engaging Educational apps are interactive and have a colorful interface. Their content and instructions are clear and straight to the point. That makes children’s learning process easier. Children might even forget that they are learning and won’t feel the pressure caused by traditional homework and studying. · Customizable Learning Experience Educational apps let children and parents customize the app according to the children’s age, maturity, interests, and skills. The learning material contains proper content and texts suitable to children’s knowledge and capacity. · Interactive and Immersive Learning Educational apps provide children with an interactive learning experience through exploring, interacting, and discussing with others in a virtual world. · Increases Motivation and Confidence The old teaching methods sometimes can pressure children and they feel a fear of failure. With educational apps, children are motivated to move on even if they make a mistake. Positive thoughts and the engaging structure of the educational apps make our children feel secure and confident about learning. · Allows for Self-Paced Learning Educational apps allow self-paced learning for children, which means they choose their own speed, which is the opposite of classroom teaching methods. This is enjoyable and encourages children to not be afraid of assignments. · Encourages Active Learning and Exploration Educational apps allow creative learning experiences through a questioning model, embracing children’s curiosity and letting them explore abilities and skills. The point of the learning process is knowledge, but educational apps offer children the chance to develop their skills, which are essential in today’s world. Types of Educational Apps for Children There are different types of educational apps our children can try out. According to our children’s interests, educational apps are categorized into the following categories. Language and literacy apps (such as iWriteWords, Montessori Words & Phonics, and Lingokids-Play and Learn) help children learn language, vocabulary, and spelling. Science and mathematics apps (such as Khan Academy, BrainPop, Coursera, and Quizziz) help our children become scientists and grow a love for math (the impossible turns possible). History and social studies apps (such as Historia World, Stack the States® 2, and Geo Walk – World Atlas) help children learn through memory and exploring. Arts and creativity apps (like Crayola Create & Play, Minecraft, Dr. Panda Art Class, and Coloring Apps for Kids) allow children to learn and express their feelings through creativity. Critical thinking and problem-solving apps (like Think!Think!Games for Kids, Mystery Math Town, KidsLocik&Critical Thinking, and Invetioneers) promote children’s critical thinking abilities by solving problems, and are perfect for us, adults, too. Health and well-being apps (like Headspace, Smiling Mind, Calm and other apps) allow children to protect and improve their health. Factors to Consider When Choosing Educational Apps for Children There are various educational apps on the market, and parents need to be vigilant when choosing because you probably don’t want to waste your time and sometimes money downloading apps that aren’t good. Well-chosen educational apps can encourage children to develop their learning abilities, interests, and attention to detail during the educational process. Reviews and experiences from friends, family, and also the Internet are always a good start. Good educational apps also make our children enjoy and feel self-confident while learning. Moreover, parents must consider age-appropriate apps with quality educational material. To stimulate children’s independence while using the app, it should be easy to navigate and user-friendly. Choose an app that provides a safe and secure online journey for our children and is compatible with the tech devices and operative systems they use. Last but not least, depending on the family budget, you can choose a free or paid educational app (education is priceless). Best Practices for Using Educational Apps with Children Before installing the chosen educational app for your children, make sure that it is compatible with your children’s learning abilities and capacity. Identify your children’s level of knowledge, their specific learning objectives, and define their educational goals and expectations. Children like to use tech for anything, even learning, so parents must be alert and limit screen time to avoid addiction. Studies show that children shouldn’t spend more than 2 hours on tech every day. Parents, take that into account. Challenges and Limitations of Educational Apps for Children Some of the challenges that parents usually face when it comes to their children’s usage of educational apps are overreliance on technology. Depending only on tech can make the learning process boring and not engaging, therefore children must balance between the book and the computer. Using technology also limits the chance of children getting human interaction and socialization while learning. Moreover, tech devices can distract children. You never see a child crying when you take away a book, but they always cry when you take away phones, tablets, etc. Last but not least, children can run into inappropriate content while learning on tech devices, which can harm their emotional development. We can conclude that thanks to technology development, our children can improve their learning abilities and knowledge by using educational apps. Both traditional methods of learning and learning with the help of educational apps at one moment can be boring, unproductive, and ineffective for our children’s education. But using the advantages of both methods makes education more fun and effective (at least a little bit). The fact is that educational apps follow up traditional methods of learning and makes education more interactive, engaging, and rewarding for children. What age group is most suitable for educational apps? Preschool children from 3-5 years need educational apps to learn the basic of words, shapes, colors, and numbers. Schoolchildren between 6-18 years need educational apps for learning, searching, and broadening their knowledge. How much screen time is appropriate for children using educational apps? Appropriate screen time for children is two hours a day. How can I ensure that my child is safe while using educational apps? Set parental controls on your children’s tech devices and monitor their usage. Are there any free educational apps available for children? Yes, there are free educational apps available for children, such as Khan Academy, Sago Mini World, Montessori Preschool, Little 10 Robot, ABCmouse, and others. How do educational apps compare to traditional learning methods? Educational apps are more fun, interactive, and engaging compared to traditional methods of learning. At least according to children.

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Everyone appears to be using ChatGPT and talking about the benefits of this new technology. It is true we can all use ChatGPT to be more efficient and teachers can use it to generate lesson plans and resources. Yet with all new technologies it has to come with a warning. While it’s good for some things, it’s terrible for others and not only do we have to be careful but we have to teach the students to be careful as well. To access ChatGPT you can visit: https://chat.openai.com You will need to create an account and then log in but it is free to access. However, you may find it is unavailable if lots of people are using it. What is ChatGPT? ChatGPT is a powerful and versatile chatbot that can generate natural language responses based on a given context or prompt. You talk to ChatGPT like you would talk to a human being and give it tasks. How Teachers Can Use ChatGPT As Teachers we could give Chat GPT the following input: Can you generate a lesson plan for 10-11 year olds? The lesson needs to be 1 hour in length and discuss how to use "Show Not Tell" to improve students creative writing. Please provide some age appropriate examples they can look at. The lesson needs an introduction, a group activity, smaller group activities and a plenary. This will then generate the lesson plan below: As you can see, it’s not a perfect lesson and it needs tweaking but the idea is ChatGPT will save you a lot of time and effort. It is important we give ChatGPT as much information as possible. We haven’t just asked for a lesson plan on “Show not tell” we’ve specified the length of the lesson, the age group and how the lesson should be broken down. You could also use Chat GPT to: Generate questions or quizzes based on a topic or text. Generate stories or scenarios based on a theme or genre. Generate summaries or paraphrases based on a text. Teachers can input a text and ask ChatGPT to generate a summary or a paraphrase of it. This can help teachers teach their students how to summarize or paraphrase information effectively and accurately. Generate jokes or riddles based on a topic or a word. Teachers can input a topic or a word and ask ChatGPT to generate a joke or a riddle for their students to help make the lessons more enjoyable. Challenges of Using ChatGPT This all sounds wonderful but there is a word of warning. One of the main challenges of using ChatGPT is that it is not reliable or accurate when it comes to facts or references. ChatGPT is not a fact-checker or a source of information; it is a generator of language based on patterns and probabilities. Therefore, ChatGPT may produce responses that are incorrect, misleading, outdated, biased, or inappropriate. Teachers need to be careful and critical when using the technology and not trust everything that it says. Facts and references have to be verified carefully. We also need to teach our students how to do the same, and how to evaluate the quality and credibility of the information that they encounter online. Another challenge of using ChatGPT is that it may not always align with the learning objectives or outcomes that teachers have in mind. ChatGPT is not a teacher; it is a tool that can assist you as a teacher in creating lesson plans. Therefore, it may not always generate responses that are relevant, appropriate, or effective for the learning goals you want to achieve with their students. This is why we need to be clear and specific when using ChatGPT, and provide enough context and guidance for it to generate useful responses. Then review and edit the responses it generates. ChatGPT is an amazing tool but it’s not perfect nor will it ever be. As educators we need to embrace it to help us save time and effort but also be wary of its shortcomings.

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Table of Contents Education Philosophies and Education Reports As per Section 7 of the 1996 Education Act of England and Wales, parents and guardians are responsible for making sure children get an efficient education in line with their age, aptitude, ability, and any special needs. Therefore, parents should define their education philosophy beforehand and preferably also submit it to the local authorities while notifying them regarding homeschooling. Education reports outline how you are implementing your educational philosophy. These reports can be used for self-assessment and to streamline the tracking of your child’s learning. Why Write an Education Philosophy? As mentioned earlier, local authorities often assess homeschooling application using the document of education philosophy. It provides a quick overview to the officials about your fundamental values concerning your family in your homeschooling plan. An education philosophy also lists the resources and source material that you use daily in your home education. It helps authorities in determining the soundness of your home schooling plan. Lastly, writing an education philosophy helps you adhere to the homeschooling standards and values you establish initially. You can pick and choose the learning material and approaches that conform to your religious, philosophical, and social beliefs when raising your children. Why Write an Education Report? An education report outlines your plans and activities of materializing homeschool learning objectives into actual learning gains by children. Maintaining such a report will come in handy if local authorities want to know how your homeschooling plan works. Besides helping you comply with local laws, they also help you assess your child’s progress. The education reports are also essential as feedback for the non-teaching parent and child. Lastly, a documented education report becomes a tool to remember past achievement. You and your kids will cherish reading an education report from earlier grades at the time of graduation. How Long Should the Report Be? The report should not be a lengthy hard-to-read piece of document. Make sure it is highly readable and can be digested quickly within a couple of seconds. Please make it in a tabular form. What is your home schooling philosophy? The following are some templates from Pinterest and a Facebook Group download that you can use as it is or after modifying to furnish your home schooling education reports. Home Education Shop is where you can source materials for your home education programme and other homeschooling activities. If you are new to homeschooling, you can subscribe to HES’s informational newsletter and get a free eBook to learn about how to start homeschooling in the UK.

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The Hundred Languages The hundred is there. |Of marvelling, of loving A hundred joys For singing and understanding A hundred worlds to discover A hundred worlds to invent A hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) But they steal ninety-nine. – Loris Malaguzzi Beginning of a revolution: How it all began? Born in Correggio, Italy in 1920, Loris Malaguzzi was raised in an environment that was severely affected by the consequences of World War II. In 1939, Malaguzzi decided to enrol in a training course for teachers after being encouraged by his father. During the war, he completed a degree in Pedagogy from the University of Urbino and a degree in Psychology from Italian National Research Center in Rome. He also participated in teaching both elementary and middle school in the city of Reggio Emilia at the same time. The foundation of the Reggio Emilia approach was laid in Northern Italy in a small town known as Villa Cella. A few days after the end of World War II, a group of women in the town decided to build a school to ensure education for their children so that the next generation didn’t suffer from any form of injustice. They sold two military trucks, nine horses and an abandoned German tank for the construction of the school. Soon, rumours spread across the land and intrigued by the news, Malaguzzi rode to the town to find the truth. After having a conversation with the mothers, Malaguzzi was highly influenced and decided to stay back and help them in their mission to reconstruct the city. In the words of Loris Malaguzzi, “It was the women’s first victory after the war because the decision was theirs. The men might have used the money differently.” The initial days were tough and the parents contributed all that they had to ensure that the school survived against odds. The next two decades witnessed the spread of Reggio Emilia philosophy across the land and many new schools were started. In 1963, the first chain of municipal preschools was established and Loris Malaguzzi was appointed as the director. Until his retirement in 1985, Malaguzzi was deeply committed to his purpose and continued to expand the network of preschools along with centres for infants and toddlers. The Reggio Emilia approach still echoes the promise that he made to the mothers the first time they asked him to teach their children, “I’ll learn as we go along, and the children will learn everything I learn working with them.” From Italy to Malaysia: How was Odyssey, The Global Preschool established? Established in 2008 in Singapore, Odyssey was the brainchild of Ms June Rusdon, Chief Executive Officer, Busy Bees Asia. Back then, preschool programmes in Singapore that catered to the innate curiosities of the children, differentiated learning, creative expressions and character development were few and far between. In 2007, the team journeyed to Reggio Emilia, where Loris Malaguzzi was inspired to create a difference, to study the approach and brought back the best practices experienced there. These Reggio inspirations were incorporated into the local expectations of early childhood education in Singapore. This formed the foundation of Odyssey’s philosophy and pedagogy and it set out to be a preschool that makes a distinction in the lives of the children. Loris Malaguzzi, the founder of Reggio Emilia approach believed that every child is powerful and can have a hundred different ways of learning, discovering and thinking. This means they can express their understanding, curiosity and thoughts in many different ways or ‘one hundred languages’. Odyssey’s ethos of ‘Learning without Boundaries’ encompasses what parents in Singapore and Malaysia look for in early education. The approach is a balanced amalgamation of play, skills and interactions based on a compendium of learning objectives for each level of children from 18 months to 6 years. The innovative curriculum evolves and accommodates interests initiated by the children’s responses while accomplishing the expectations of formal school readiness.

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Essential Orthodontics (Essentials (Dentistry)) 1st Edition The Dentistry Essentials are an international series of textbooks, designed to support lecture series or themes on core topics within dentistry. Essential Orthodontics is a comprehensive introduction to the biological principles of orthodontics. This book covers the why, when and how of orthodontics, enabling readers to identify which individuals need to be treated, to diagnose based on individual dentofacial development, and to understand the mechanical principles and tissue responses involved. Divided into three parts, this authoritative resource covers pretreatment considerations, treatment principles of skeletal and dentoalveolar anomalies, and tissue response to orthodontic and orthopaedic forces. Classification of malocclusions and craniofacial growth and development are discussed, and the text explores how to distinguish between normal occlusion and malocclusions. Essential Orthodontics outlines how to perform a comprehensive orthodontic examination leading to an orthodontic diagnosis, and the formation of a treatment plan. Following a student-friendly layout with key topics and learning objectives, Essential Orthodontics is an accessible yet comprehensive resource for both underg About the Author Birgit Thilander was formerly Professor Emerita at the Institute of Odontology, Sahlgrenska Academy, University of Gothenburg, Sweden. Krister Bjerklin is Associate Professor at the Department of Orthodontics, The Institute for Postgraduate Dental Education in Jönköping, Sweden. Lars Bondemark is Professor at the Department of Orthodontics, Faculty of Odontology, Malmö University, Sweden. Table of Contents Chapter 1 Orthodontic panorama Chapter 2 Classification of malocclusions Chapter 3 Craniofacial growth and development Chapter 4 Diagnostic examinations Chapter 5 Sagittal, vertical and transversal discrepancies between the jaws Chapter 6 Crowding of teeth Chapter 7 Spacing of teeth Chapter 8 Malposition of single teeth Chapter 9 Tissue response to orthodontic forces Chapter 10 Tissue response to orthopaedic forces Chapter 11 Possible adverse tissue reactions Chapter 12 Retention and post-retention outcome

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Are you tired of the same old lecture-style teaching? Do you want to create an engaging and interactive learning experience for your students? Look no further! This guide will show you how to make your learning interactive and create an environment that fosters active participation and engagement. From incorporating technology to using hands-on activities, we’ve got you covered. Get ready to take your teaching to the next level and watch your students thrive in their learning journey. To create an interactive learning experience for your students, you can incorporate various teaching strategies such as group work, class discussions, role-playing, and multimedia presentations. Additionally, using technology such as educational games, virtual simulations, and online resources can also enhance student engagement and interaction. It’s important to vary your teaching methods and adapt to your students’ learning styles to ensure a positive and interactive learning experience. Encouraging student participation and feedback can also help create a more dynamic and engaging classroom environment. Interactive Learning Defined What is interactive learning? - Definition of interactive learning: Interactive learning is a teaching method that involves students actively participating in the learning process by engaging with the material, other students, and the instructor. It emphasizes collaboration, communication, and critical thinking. - Key components of interactive learning: The key components of interactive learning include: - Student-centered approach: Interactive learning places the student at the center of the learning experience, allowing them to take charge of their own education. - Collaboration: Interactive learning encourages students to work together, share ideas, and build on each other’s strengths. - Active participation: Interactive learning requires students to actively participate in the learning process, rather than passively receiving information. - Feedback: Interactive learning provides frequent feedback to students, allowing them to assess their progress and make adjustments as needed. - Real-world applications: Interactive learning often incorporates real-world examples and scenarios, helping students to see the relevance of the material to their lives. Why is interactive learning important? - Benefits of interactive learning - Increased engagement and retention - Interactive learning promotes active participation and interaction among students, which helps to keep them engaged and focused on the material being taught. - By actively engaging with the material, students are more likely to retain the information and remember it for future use. - Enhanced critical thinking skills - Interactive learning encourages students to think critically and problem-solve, which can lead to the development of higher-order thinking skills. - These skills include analysis, synthesis, and evaluation, which are essential for success in many areas of life and work. - Increased engagement and retention In summary, interactive learning is important because it enhances engagement and retention, and it also fosters the development of critical thinking skills. By incorporating interactive learning techniques into your teaching, you can help your students to become more active and engaged learners, and to develop the skills they need to succeed in the future. Choosing the Right Interactive Learning Platform Factors to consider When selecting an interactive learning platform, it is essential to consider several factors that will help ensure the chosen platform aligns with your teaching objectives and meets the needs of your students. Here are some critical factors to keep in mind: - Learning objectives: Your learning objectives play a crucial role in determining the type of interactive learning platform you should use. For instance, if your objective is to enhance student engagement, you may need a platform that offers interactive simulations, gamification, or collaborative learning features. On the other hand, if your objective is to develop specific skills, you may need a platform that offers targeted practice exercises or assessments. - Learner needs and preferences: Understanding your students’ needs and preferences is also vital when choosing an interactive learning platform. For instance, if your students have different learning styles, you may need a platform that offers a variety of multimedia content, such as videos, images, and animations. Additionally, consider your students’ level of comfort with technology, as some platforms may require more technical skills than others. - Technical requirements: Technical requirements are also a crucial factor to consider when choosing an interactive learning platform. You need to ensure that the platform you choose is compatible with the devices your students will be using, such as laptops, tablets, or smartphones. Additionally, consider the platform’s bandwidth requirements, as this may impact the platform’s performance, especially if your students are accessing the platform remotely. Popular Interactive Learning Platforms There are several popular interactive learning platforms available for educators to enhance student engagement and learning outcomes. Here are some of the most widely used platforms: - Learning Management Systems (LMS): LMSs are digital platforms that enable educators to manage, track, and assess student learning progress. Some of the most popular LMSs include Moodle, Canvas, and Blackboard. These platforms offer features such as online quizzes, discussion forums, and assignments that allow for collaborative and interactive learning experiences. - Virtual Reality (VR): VR technology provides immersive and interactive learning experiences that can transport students to different environments and situations. Educators can use VR headsets and software to create virtual field trips, simulations, and other interactive learning experiences. Popular VR platforms include Google Expeditions, VR First, and Nearpod. - Gamification: Gamification involves incorporating game-like elements into the learning process to make it more engaging and interactive. Educators can use gamification platforms such as Kahoot!, Quizlet, and Classcraft to create interactive quizzes, flashcards, and role-playing games that motivate students to learn and engage with the material. By choosing the right interactive learning platform, educators can create dynamic and engaging learning experiences that cater to the diverse needs and learning styles of their students. Creating Interactive Learning Experiences Strategies for creating interactive learning experiences Incorporating multimedia is an effective strategy for creating interactive learning experiences. Multimedia refers to the use of multiple forms of media, such as text, images, audio, and video, to convey information. By incorporating multimedia into your lessons, you can engage your students in a more interactive and dynamic way. Here are some ways to incorporate multimedia into your lessons: - Use videos to demonstrate concepts or to provide real-world examples. - Use interactive simulations to allow students to explore concepts in a hands-on way. - Use images and diagrams to help students visualize concepts. - Use audio recordings to provide additional information or to allow students to listen to instructions or lectures. Collaborative learning is another effective strategy for creating interactive learning experiences. Collaborative learning involves students working together in groups to achieve a common goal. By encouraging collaboration, you can help students develop important skills such as communication, problem-solving, and teamwork. Here are some ways to encourage collaborative learning: - Assign group projects or assignments that require students to work together to complete. - Encourage students to work in pairs or small groups to discuss and solve problems. - Use online discussion forums or chat rooms to facilitate group discussions and collaborations. - Use breakout rooms in video conferencing software to divide students into smaller groups for collaborative activities. Incorporating real-world applications into your lessons is another effective strategy for creating interactive learning experiences. By relating the concepts you teach to real-world situations, you can help students see the relevance and importance of what they are learning. Here are some ways to incorporate real-world applications into your lessons: - Use case studies or examples from industry to illustrate concepts. - Encourage students to apply what they have learned to real-world problems or challenges. - Use simulations or role-playing activities to help students practice applying concepts to real-world situations. - Provide opportunities for students to engage in internships, fieldwork, or other real-world experiences to apply their knowledge. Best practices for creating interactive learning experiences When creating interactive learning experiences, it is important to keep in mind the following best practices: - Aligning learning objectives with interactive activities: It is crucial to ensure that the interactive activities you incorporate into your lessons align with the learning objectives you have set for your students. This helps to ensure that the activities are meaningful and relevant to the students, and that they are able to achieve the desired learning outcomes. - Providing clear instructions and feedback: When designing interactive activities, it is important to provide clear instructions to your students. This includes explaining the purpose of the activity, the expected outcomes, and any specific tasks or steps that need to be completed. Additionally, providing timely and constructive feedback is essential to help students understand their progress and areas for improvement. - Incorporating a variety of interactive elements: To keep students engaged and motivated, it is important to incorporate a variety of interactive elements into your lessons. This can include activities such as group discussions, simulations, games, and multimedia presentations. By varying the types of interactive activities you use, you can help to maintain student interest and encourage active participation in the learning process. Examples of successful interactive learning experiences Case studies of interactive learning in action - Project-based learning: A group of students worked together to design and build a community garden. They researched best practices, created a budget, and worked with local businesses to acquire materials. The project culminated in a presentation to the city council, showcasing their design and the benefits of the garden to the community. - Virtual simulations: Students in a biology class used a virtual simulation to explore cell structure and function. They were able to manipulate virtual cells and observe the effects of different molecules on the cell’s processes. This hands-on approach helped students to better understand complex biological concepts. Success stories from educators and learners - Inquiry-based learning: A teacher implemented an inquiry-based approach to teaching history. Students were given a question and then had to find the answers through research, analysis, and discussion. One student discovered a previously unknown fact about the Civil War, which sparked further research and discussion in the class. - Game-based learning: A student in a math class used a game-based learning platform to practice algebra. The platform provided interactive puzzles and challenges that allowed the student to apply mathematical concepts in a fun and engaging way. The student reported that they felt more confident in their math skills after using the platform. Implementing Interactive Learning in Your Classroom Preparing for implementation Setting goals and expectations Before implementing interactive learning in your classroom, it is important to set clear goals and expectations for both yourself and your students. This will help you to stay focused and ensure that you are meeting the needs of your students. Some goals that you may want to consider include: - Increasing student engagement and participation - Improving student comprehension and retention of material - Enhancing student problem-solving and critical thinking skills - Providing students with a more active and hands-on learning experience Once you have established your goals, you should communicate them to your students and provide them with a clear understanding of what is expected of them. This will help to ensure that they are motivated and invested in the learning process. Training and support for educators To successfully implement interactive learning in your classroom, it is important to provide your educators with the necessary training and support. This may include: - Professional development workshops or training sessions on interactive learning strategies and techniques - Access to resources and materials, such as lesson plans and activity ideas - Opportunities for collaboration and peer support among educators By providing your educators with the tools and resources they need to succeed, you will be better equipped to create a positive and supportive learning environment for your students. Evaluating and selecting interactive learning tools There are a wide variety of interactive learning tools available, including software, apps, and online resources. When selecting tools to use in your classroom, it is important to carefully evaluate them to ensure that they align with your goals and the needs of your students. Some factors to consider when evaluating interactive learning tools include: - Relevance to your curriculum and learning goals - Engagement and motivation for students - Technical requirements and compatibility with your classroom technology - Cost and accessibility By carefully selecting and implementing the right interactive learning tools, you can create a more engaging and effective learning environment for your students. Tips for successful implementation - Integrating interactive learning into existing curriculum: - Assess the current curriculum and identify areas where interactive learning can be integrated seamlessly. - Choose interactive methods that align with the learning objectives and are appropriate for the subject matter. - Plan the integration of interactive learning gradually, to avoid overwhelming students or disrupting the flow of the lesson. - Providing opportunities for student feedback and reflection: - Encourage students to provide feedback on the interactive learning experiences, both during and after the lesson. - Create a safe and supportive environment where students feel comfortable sharing their thoughts and opinions. - Use the feedback to improve future interactive learning experiences and adjust your teaching approach accordingly. - Continuously evaluating and adjusting your approach: - Regularly assess the effectiveness of the interactive learning experiences and make adjustments as needed. - Monitor student engagement and participation levels to ensure that the interactive methods are working as intended. - Be open to trying new interactive learning methods and adapting your approach based on the needs and preferences of your students. Overcoming challenges and obstacles When it comes to creating an interactive learning experience for your students, there are several challenges and obstacles that you may encounter. Here are some common challenges and strategies for overcoming them: Lack of time and resources One of the biggest challenges when it comes to implementing interactive learning is finding the time and resources to do so. This can be especially difficult for teachers who are already stretched thin with teaching and grading responsibilities. To overcome this challenge, consider the following strategies: - Prioritize interactive learning activities that have the greatest impact on student learning and engagement. - Incorporate interactive learning into existing lesson plans and activities, rather than trying to add it on as an extra task. - Collaborate with other teachers or staff members to share resources and ideas for implementing interactive learning. - Use digital tools and resources, such as online simulations or educational games, to supplement and enhance interactive learning experiences. Resistance from students or lack of buy-in Another challenge when it comes to interactive learning is getting students on board and engaged in the activities. Some students may be resistant to trying new approaches to learning, or may struggle with the technology or tools used in interactive learning. To overcome this challenge, consider the following strategies: - Introduce interactive learning activities gradually and build up to more complex or technology-intensive activities. - Provide clear instructions and guidance for using technology or tools in interactive learning activities. - Offer opportunities for students to provide feedback and input on the interactive learning activities, and incorporate their suggestions into future activities. - Use real-world examples and scenarios to make the interactive learning activities more relevant and engaging for students. Technical difficulties or equipment limitations Technical difficulties or equipment limitations can also pose a challenge when it comes to implementing interactive learning. This can include issues with technology or equipment, such as computers, projectors, or internet access. To overcome this challenge, consider the following strategies: - Have a backup plan in case of technical difficulties, such as printed materials or alternative activities. - Provide training and support for students and staff on how to use technology and equipment. - Work with school or district IT staff to troubleshoot technical issues and ensure that equipment is functioning properly. - Use low-tech or no-tech options for interactive learning activities, such as group discussions or hands-on activities. Lack of expertise or training Finally, a lack of expertise or training in implementing interactive learning can be a challenge for teachers. This can include uncertainty about how to use technology or tools, or a lack of knowledge about best practices for interactive learning. To overcome this challenge, consider the following strategies: - Seek out professional development opportunities, such as workshops or conferences, to learn more about interactive learning and how to implement it effectively. - Collaborate with other teachers or staff members who have experience with interactive learning to learn from their successes and challenges. - Use online resources and communities, such as educational forums or social media groups, to connect with other educators and share ideas and resources for implementing interactive learning. - Experiment with different approaches and techniques, and be willing to try new things and adjust your approach as needed. 1. What are some ways to make learning interactive? There are many ways to make learning interactive, including using technology, group work, and hands-on activities. For example, you can use educational software and apps, create online quizzes and games, have students work in small groups to complete projects, or incorporate role-playing and simulations into your lessons. 2. How can I use technology to create an interactive learning experience? There are many educational technologies that can be used to create an interactive learning experience, such as online learning platforms, interactive whiteboards, and educational videos. You can also use online resources such as virtual labs, interactive simulations, and educational games to engage students and make learning more interactive. 3. How can I incorporate group work into my lessons to make them more interactive? Group work can be a great way to make learning more interactive. You can have students work in small groups to complete projects, conduct research, or solve problems. This not only encourages collaboration and teamwork, but also allows students to learn from each other and share their perspectives. 4. What are some hands-on activities that can be used to make learning more interactive? Hands-on activities, such as experiments, crafts, and games, can be a great way to make learning more interactive. These activities allow students to actively participate in the learning process and can help to reinforce concepts and ideas. You can also incorporate real-world scenarios and problems into your lessons to make them more relevant and engaging. 5. How can I use role-playing and simulations to create an interactive learning experience? Role-playing and simulations can be a powerful tool for creating an interactive learning experience. You can have students act out scenarios, complete tasks, or solve problems in a simulated environment. This not only helps to engage students, but also allows them to apply what they have learned in a practical way.

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EDUCATION: PRESCHOOL EXPERIENCE, Stardome Observatory and Planetarium EDUCATION: PRESCHOOL EXPERIENCE WELCOME TO STARDOME We want to encourage curious minds as early as possible. A trip to Stardome for preschoolers is not just fun – it also introduces kids to the basics of what’s in the night sky, and encourages independent thinking and exploration. Our education crew have created session modules based on subject matter. However, sessions are customisable to your learning objectives so don’t hesitate to ask if you want something different. 15 minutes in the Space room – an educator-led session focusing on your chosen topic and including a related interactive learning activity. 20 minutes having fun with rocket launching followed by time to explore the Space Gallery & Exhibits area. 30 minutes in the planetarium. Your group will see a 360-degree feature show of your choice. PRESCHOOL MODULES - Choose your topic - Earth, Sun and Moon - Our Solar System Want something different? Enquire now at [email protected] PRESCHOOL SHOW LIBRARY - Choose your show Family of the Sun Learn about the stories of the Southern stars, see how the Moon orbits the Earth, and follow Pluto through the Solar System as she tries to find her way back home in this sing-along planetarium show. Suits Year 0-1 Secret of the Cardboard Rocket Secret of the Cardboard Rocket is a fun story following two children who build a cardboard rocket that takes them on an informative tour of the Solar System accompanied by a very helpful astronomy book. Suits Year 2-6 The total duration of your trip will be 75 minutes. Choose from 10am, 11am, 12pm, 1pm, or 2pm. Child/adult/teacher $5 each. Minimum charge $175.00 applies to groups of 35 or fewer. You will find health & safety information, and group guidelines and FAQs here.

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Mobile learning offers an exciting and accessible way for students, professionals, and lifelong learners alike. However, simply providing educational content on a mobile device isn’t enough. The design and functionality of a mobile learning app are essential to engage learners, motivate them, and ensure their success. In this article, we explore the world of mobile learning, delving into its different types and weighing its pros and cons. We also emphasize the critical role of design in this type of learning, outlining the key principles that can make or break your user experience. What is mobile learning? Mobile learning is the modern approach to education that harnesses the power of mobile devices, like smartphones and tablets, to provide learning opportunities anytime, anywhere. With mobile learning, learners can access various educational materials, including interactive activities, quizzes, podcasts, and videos, without the constraints of traditional classroom settings or bulky computers. Main types of mobile learning Mobile learning can cater to a variety of learning styles and objectives. The following are the most common types of mobile learning: Mobile app-based learning. This type of mobile learning allows users to access specialized apps that are tailor-made for educational purposes, including interactive quizzes, games, and other resources. Web-based mobile learning. Learners can access educational resources through their mobile web browsers, including online courses, instructional videos, e-books, and more. Mobile games and simulations. These games allow learners to explore and learn various subjects, including but not limited to language, mathematics, science, and others. Podcasts and audiobooks provide an excellent opportunity for learners to acquire knowledge while on the go. By leveraging these resources, they can transform their daily commutes, workouts, or household chores into compelling learning experiences. Augmented reality and virtual reality. Learners can practice and apply their skills and knowledge in a safe and controlled setting by simulating realistic situations and environments. These mobile learning options are versatile and allow learners to enhance their educational experience and accomplish any learning objectives they set out to achieve. Mobile learning: Capabilities In 2023, there is 6.92 billion smartphone users worldwide or 86.29% of the world’s population. Indeed, this is a compelling justification to investigate the development of a mobile learning app. And there’s even more to discuss: Flexibility. With mobile learning, people can learn anytime and anywhere, whether during the morning commute or while relaxing at home. This convenience makes learning accessible to anyone with a mobile device and an internet connection. Custom e-learning design. With the ability to choose from vast content options, learners can design their own learning journey that suits their unique goals and preferences. Cost-effectiveness and time-saving. Mobile learning eliminates the need for costly textbooks and equipment, streamlining the learning process and allowing learners to complete courses at their own pace. With all of these benefits and more, it’s no wonder that mobile learning is gaining traction as the universal learning method for modern learners. Mobile learning: Challenges While mobile learning offers many benefits, there are also some challenges to consider: Potential for distractions. With so many apps and notifications vying for our attention, it’s easy to get sidetracked and lose focus on the learning material. Screen size. Mobile devices have smaller screens than traditional computers, making viewing educational content in detail harder. Students who need a high level of visual detail to grasp the material fully may find this limitation extremely challenging. Data privacy. With mobile devices being less secure than traditional computers, there’s a risk that unauthorized users could compromise or access sensitive educational content. You can always mitigate these challenges through careful planning and design. The role of e-Learning mobile app design When designing a mobile learning solution, UX/UI design is critical in creating a positive user experience that engages learners and promotes effective learning outcomes. Good e-learning user interface design helps learners easily navigate the application and find and access the needed content. You can accomplish this by utilizing intuitive menu layouts, clear labels, and easy-to-use search functions. Also, a visually appealing design incorporating high-quality graphics and multimedia components, like videos and animations, can inspire learners to immerse themselves in the content. Furthermore, e-learning design process should consider the needs of all learners, including those with disabilities. For example, you might include features such as adjustable text sizes, high contrast, and support for screen readers. Key types of learning design Different learners have different preferences, needs, and learning styles, which leads to several models of mobile learning designs. Here are some of them: Microlearning involves breaking down educational content into bite-sized pieces that can be easily consumed on the move. Imagine having access to brief yet informative videos, quizzes, or infographics that provide essential information in a concise and easily understandable format. Gamification leverages game elements such as points, badges, and leaderboards to create a fun and motivating learning experience. You can earn rewards and recognition for completing learning tasks just like in your favorite video game. Personalized learning is another exciting option that tailors content to individual learners’ specific needs and preferences. It doesn’t matter if your users prefer visual aids or hands-on activities. Personalized learning ensures they get the information they need in a way that’s meaningful to them. Social learning takes advantage of the power of social media platforms and online communities to grease cooperative learning and knowledge sharing. Users can connect with like-minded learners, ask questions, and engage in conversations to consolidate their understanding of the content. Virtual and augmented reality takes mobile learning to the next level by immersing learners in realistic environments and creative simulations. Virtual and augmented reality can transport users to previously unimaginable locations, whether they’re performing surgical procedures or exploring historical landmarks. You can create a learning experience that is effective, personalized, and engaging using these various mobile learning design options. Mobile learning design principles to follow Here are four design principles of an e-learning design. 1. Mobile-first navigation principle Design for e-learning often tries to fit desktop interfaces into mobile, which can result in a clunky user experience. To design a seamless mobile learning system, designers should think of taps, swipes, and pinches instead of mouse clicks. Most users navigate on their phones with a single hand, so the layout should allow for easy tapping, zooming, and pinching. Twitter and Instagram place all their navigational buttons at the bottom of the screen so users can access them with their thumbs. Scrolling is another e-learning design process best practice. Instead of using a “click next” style of learning design from desktops, mobile apps should allow users to easily scroll through content with a flick of their finger. This makes for a more natural and intuitive user experience. 2. Redundancy principle If you want your mobile learning to be effective, follow the redundancy principle. This means you should eliminate any repetitive information that could bore or overwhelm learners. If you have text and narration together, ensure the narration doesn’t just repeat what’s already on the screen. This would be redundant and waste learners’ time and attention. Instead, the narration should provide additional context or information that enhances the learning experience. This will help reduce cognitive load and make learning more enjoyable. 3. Bit-sized content principle Social media platforms have popularized the idea that “good things come in small packages“, limiting users’ ability to express themselves within small characters or time constraints. This approach is designed to communicate messages quickly and efficiently, especially for people on the go and using small screens. And it makes sense. Users prefer snackable content as they can easily consume it in tiny time spans. Plus, it’s more efficient and engaging than longer content, which can be overwhelming. This principle of thinking small for maximum results is fundamental when it comes to learning-centered design. 4. Speed principle Mobile learning differs significantly from traditional e-learning on a computer or laptop. Mobile learners demand immediate response times and are likely to load up to five seconds for content to load. Unlike computer users who might switch to other screens or tasks while waiting, mobile learners are more likely to lose interest and abandon the lesson. To address this challenge, designers can optimize graphics and compress content to reduce loading times. They can also replace large images with image maps that allow learners to touch different parts of the image for content expansion and clarity. This approach speeds up loading times and adds an interactive element that engages learners and satisfies their curiosity. Why mobile learning apps are the future of education Mobile learning is rapidly emerging as the future of education due to its unmatched flexibility. In today’s fast-paced world, students and employees are increasingly managing multiple commitments, and traditional classroom settings often need to accommodate their busy schedules. On the other hand, mobile learning provides the perfect portal for learning on the go. With mobile devices, learners can access modules and lessons whenever and wherever they want, making it easier to balance education and other obligations. Furthermore, learning is an individual journey we all take at our own pace. The personalization of learning can be challenging in traditional classrooms, since each student must follow the same pace. However, learners can take control of their learning journeys with mobile learning. As they progress through the modules, they can concentrate on the areas in which they need to improve. This personalized approach allows students to learn more effectively and engage more deeply. Designing effective mobile learning experiences requires careful consideration of various factors, from the types of content and activities used to the principles of an e-learning design that guide the overall user experience. By following the redundancy, contiguity, and bite-sized content design principles, instructional designers can create engaging and effective mobile learning experiences that promote better knowledge retention and engagement. Moreover, by keeping in mind the unique characteristics of mobile devices and the preferences of mobile learners, designers can ensure that their mobile learning initiatives are successful and meet the needs of learners. With the continued growth of mobile technology, the importance of effective design will only continue to increase in the years ahead! The mobile learning method, or m-learning, is a way to access educational materials and resources using a smartphone or tablet. With this method, users can learn from anywhere and at any time. What are the main benefits of mobile learning? Mobile learning has several benefits, including convenience, flexibility, and a higher level of engagement. Mobile learning allows users to access educational materials anywhere, anytime, and benefit from interactive features that help them retain information more effectively. What are the challenges of mobile learning? Mobile learning is great, but it also has its challenges. Mobile devices, for instance, have small screens that can make it difficult to see everything users need to learn. Connectivity issues can also get in the way of their learning experience. Plus, ensuring that mobile learning works well on all devices can be a real headache for educators and designers. However, with some smart solutions, mobile learning app creators can easily overcome these challenges. What is the role of UX/UI design in mobile learning? UX/UI design is critical when it comes to mobile learning. Good design can make a huge difference in how users interact with educational content. It should help them navigate the material, find what they need, and remember everything better. In addition, UX/UI designers need to consider the smaller screen size and ensure their designs work well on all mobile devices. The contrast between product design and UX design is widely debated given the wide variety of design positions that are presently available. One might think that these two terms are similar or even the same, however, each is unique and has a specific role and focus area during the product development process. Keep reading to […] In today’s rapidly advancing SaaS industry, UX/UI design has become an indispensable aspect of a product’s success. User onboarding stands at the forefront of UX, serving as a user’s first contact with a product and laying the groundwork for their experience. In this thought-provoking article, we explore the importance of SaaS onboarding and its impact […] It wasn’t that long ago that designers were merely responsible for “decorating the interface” at the end of the product development process. Over time, everything has changed. Design and software development are closely intertwined today, and this is true for any digital product, including SaaS. Creating a SaaS mobile or web application is a complex […] Let’s discuss your design challenges Please leave your email so we can contact you Tell us a little more about your product so we can estimate it Looking for a designer? We'll help you make the right choice! Stay in touch with digital design Leave your email to receive regular updates to your inbox

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This course is intended for students from a limited number of programmes. Because of the limited capacity available for each programme, all students who will enroll are placed on a waiting list. Students in the MA program in North American Studies (NAS)--and if their places are filled, those in Literary Studies--will have priority. The definite admission (by August 25) will be made according to the position on the waiting list and the number of students from each programme. In total there is room for a maximum of 24 students in the seminar. From the transatlantic slave trade to the recent influx of African and Afro-Caribbean immigrants, the cultures and communities of black America have been continuously made and remade by migration. Historian Ira Berlin recently argued that, more than any other experience, the “great migrations” of the seventeenth through the twenty-first centuries lie at the heart of African-American history. National and transnational movements by successive generations (both forced and voluntary) have shaped African-American cultures, political life, and diasporic identities across time and space. This course will examine the central experience of migration in African-American history. Tracing the “great migrations” from slavery to the present day, it starts with the transatlantic slave trade and the initial development of African-American cultures and identities during the middle passage. It then continues with discussions on the forced migration of enslaved people within antebellum America (in the so-called “second middle passage”); the “great migration” of southern African Americans to the urban North and West in the twentieth century; and the more recent postcolonial influx of Africans and Afro-Caribbeans. We will broadly focus on continuities and discontinuities, variations across time and space, and the influence of migration on African-American cultures, families, communities, and politics. The course will be taught in the form of history seminars and will be assessed through class assignments, an individual presentation, and a research paper based in part on primary sources available through online databases, in print form, or in the collections of the Roosevelt Institute for American Studies in Middelburg. General learning objectives. The student has acquired: the ability to independently identify and select primary and secondary sources, using traditional and modern techniques; the ability to analyse and evaluate a corpus of primary and secondary sources with a view to addressing a particular historical and/or cultural problem; the ability to independently formulate a clear and well-argued research question, taking into account the theory and method of the field and to reduce this question to accessible and manageable sub-questions; the ability to formulate and clearly express logical arguments in correct academic English (seminar presentation/essay) and using appropriate citation style; the ability to participate in current debates in the specialisation; the ability to provide constructive feedback to and formulate criticism of the work of others and the ability to evaluate the value of such criticism and feedback on one’s own work and incorporate it; (ResMA only): The ability to participate in a discussion of the theoretical foundations of the discipline. Learning objectives, pertaining to the specialisation The student has acquired: Thorough knowledge and comprehension of one of the specialisations or subspecialisations as well as of the historiography of the specialisation, focusing particularly on the following; in the specialisation Cities, Migration and Global Interdependence: the manner in which migrations (of people, goods and ideas) between and within states have led to shifts (in cohesion, ethnic composition, policies, imaging, culture, and power relations) in the period 1600-2000, with a focus on (urban) networks (within and across borders); Thorough knowledge and comprehension of the theoretical, conceptual and methodological aspects of the specialisation or subspecialisation in question, with a particular focus on the following: in the specialisation Cities, Migration and Global Interdependence: the interdisciplinary approach (application of theories and methods from social sciences), the comparative perspective (diachronic and synchronic) and working with a large variety of primary sources; Learning objectives, pertaining to this Research Seminar. understands the historical relevance and impact of various African-American migrations from slavery to the present day; has knowledge and understanding of the ways in which the Great Migrations have connected the US with other parts of the Atlantic world; has comprehensive knowledge and understanding of the historiographical and theoretical debates regarding the various African-American migrations, starting with the Atlantic slave trade and continuing through the Great Migration and the Global Migrations era; has a working knowledge of the continuities and discontinuities of various African-American migrations during and after slavery; has knowledge of suitable research methods and can independently conduct research using digitally available, published, and unedited primary sources on abolitionism and African-American migrations; has the ability to describe and justify the adopted research methods; (ResMA only): has the ability to interpret a potentially complex corpus of sources and identify new approaches within existing academic debates. The timetables are available through My Timetable. Mode of instruction Attendance is required. If a student cannot attend class, he or she needs to contact the instructor in advance with an explanation. The instructor will then decide if it is excusable and if and how the student can make up the missing work. Written paper (ca. 7.000 words, based on research of both primary and secondary sources, including footnotes and bibliography); Assignments (literature reviews) and class participation. written paper: 70%; assignments and participation: 20%; oral presentation: 10%. The final grade for the course is established by determining the weighted average. If the final grade is insufficient, only the research essay can be rewritten. Inspection and feedback How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized. Ira Berlin, The Making of African America: The Four Great Migrations (New York: Penguin, 2010). Stephanie E. Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora (Cambridge, Mass.: Harvard University Press, 2008). Damian Alan Pargas, Slavery and Forced Migration in the Antebellum South (New York: Cambridge University Press, 2015). Isabel Wilkerson, The Warmth of Other Suns: The Epic Story of America’s Great Migration (New York: Vintage, 2011). Isidore Okpewho & Nkiru Nzegwu, eds., The New African Diaspora (Bloomington: Indiana University Press, 2009). Extra Literature may be assigned by the instructor. Enrolment through My Studymap is mandatory. General information about uSis is available on the website For substantive questions, contact the lecturer listed in the right information bar. For questions about enrolment, admission, etc, contact the Education Administration Office: Arsenaal

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I was asked on Twitter what the very first activity 6th graders might do when introducing Google Classroom. There is no “right” answer to this question. Here is my suggestion. We Do Not Teach Tech We do not teach tech, we teach content with tech. While I would structure the first activities to acclimate the students to the Google Classroom environment, I would not do it solely for the purpose of learning the tech. Think of the educational learning objectives and create a simple activity around that. Even when I am working with adult teachers, the first thing that happens when introducing a group to Google Classroom is kids/adults posting in the stream “Waz uuuuuuuupppppp!!!!!!!!!!!!!!” or “Hi.” This is normal. Do not get upset when kids act like kids. Plan for this. The student is trying to figure out what Google Classroom does so they are trying it out by posting something. Knowing the students will do it anyway, just ask them to do it. “After logging into Google Classroom, click on the plus icon in the bottom corner and “Create post.” Post something appropriate for school into the stream.” Using digital tools requires that we incorporate digital citizenship lessons into the curriculum. Use this opportunity to engage the students in a digital citizenship discussion. “We are a community of learners, we help each other get better.” “Are these comments helpful to the class?” Most likely the students will say “no.” Prompt the students to discuss what types of posts are helpful. Possible student responses are “What if we have questions about an assignment?” or “To help answer a question or share a tip.” Ask a Question After having the digital citizenship conversation, create a curriculum question or class feedback question for the students to answer. This introduces the ability to answer questions within Google Classroom. Create an Assignment Click on OPEN Click on CREATE Create a Google text Doc Brainstorm at least 5 possible topic sentences for your essay on asteroids. Close the Google Doc. Remember there is NO save button, Google automatically saves your work. Click on TURN IN in Google Classroom. Notice that the directions include the procedural directions for how to create and submit the assignment. I had 3rd graders do this without direct instruction and they did great. Let students get used to reading the directions instead of being told the directions. This helps them to be more independent learners, which frees up your time to work with students one on one or in small groups. While Google Classroom ALLOWS you to attach documents for students, do not do this all the time! Get students used to “choosing tools strategically.” What tool do they need to clearly communicate their ideas. Students can create Google Docs, Sheets, Slides and Drawings right in Google Classroom. Assign them to do this often. Reduce the stress of having to create templates and graphic organizers for everything. After clicking on the OPEN button in the stream, Like MAGIC the document is created within Google Classroom, shared with the teacher, named the same as the assignment title and appends the students name to the document title. Hands down one of my favorite features of Google Classroom. Give Feedback Now How Google Classroom makes learning better is the ability to give feedback before the assignment is due. Freak the kids out and open their Google Docs while the students are working on them. Insert comments (right click and choose comment or use the keyboard shortcut.) Have students “Turn In” their document when they are finished. Reminder that ownership switches from student to teacher when students click “Turn In.” Students need to click “Unsubmit” if they need to regain editing permissions. Do not use Google Classroom sometimes, use it all the time! Be consistent about how you distribute directions, documents and links. Use Google Classroom to have students turn in their work.

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Step into the digital realm of early childhood education, where a wealth of knowledge unfolds at the fingertips of our little learners. In this, we will explore the engaging world of YouTube learning tailored for preschoolers. From the captivating universe of YouTube Kids videos to specialized content designed for students and kindergarteners, we unravel the dynamic landscape of educational opportunities crafted to captivate and enrich young minds. Join us on this insightful journey, where the synergy of technology and education opens doors to a world of curiosity and growth for our young explorers. YouTube Kids Videos: A Colourful World of Education - Enchanting Exploration: YouTube Kids videos create a captivating world where education seamlessly blends with entertainment, capturing the imagination of preschoolers. - Designed for Curiosity: Tailored with the inquisitive minds of young learners in focus, these videos offer a vibrant canvas of colors, sounds, and stories, transforming the learning experience into a playful adventure. - Visual Appeal: With captivating visuals and age-appropriate content, the platform ensures an engaging and safe digital space that fosters a genuine love for exploration and learning. Educational Videos for Students: Nurturing Curiosity from the Start - Dynamic Learning: Immersing educational videos for students cultivates a thirst for knowledge from an early age. - Spectrum of Subjects: Covering basic numbers, letters, and intriguing glimpses of the world exposes children to a diverse range of subjects. - Interactive Engagement: Integrating interactive elements enhances comprehension, turning learning into an enjoyable journey. - Well-Rounded Development: A diverse range of topics lays a solid groundwork for children’s intellectual development. - Supplementary Support: Parents and educators leverage these videos as valuable resources, enriching the traditional learning experience and reinforcing classroom teachings. Learning Videos for Kindergarten: Building Blocks for Academic Success For our young learners stepping into kindergarten, YouTube Learning offers a treasure trove of videos tailored to nurture fundamental skills. From language development to basic math concepts, these learning videos for kindergarten create an interactive classroom experience. Animated characters and lively narratives transform abstract concepts into tangible, relatable lessons, laying a solid foundation for future academic endeavors. The availability of diverse learning styles caters to the unique needs of individual children, fostering an inclusive approach to education that celebrates and accommodates diversity. Educational Videos for Kindergarten: Beyond Academics to Life Skills YouTube’s repertoire of educational videos for kindergarten plays a pivotal role in shaping bright futures. These videos not only cater to academic growth but also instill essential values and socio-emotional skills. Through storytelling and relatable scenarios, children absorb valuable lessons that extend beyond the confines of a traditional classroom setting. From fostering empathy to promoting cooperation, these videos contribute to the holistic development of young minds. Parents find comfort in the fact that the content aligns with educational standards while offering a dynamic supplement to formal education. YouTube Learning for Preschoolers: Tailoring Excellence for Young Minds YouTube learning for preschoolers epitomizes tailored excellence, offering content specifically designed for the unique needs of young minds. The platform’s curated playlists and channels ensure that educational content aligns with developmental milestones. From early literacy to basic science, YouTube learning for preschoolers caters to a holistic educational experience. The platform’s commitment to child-friendly content, coupled with its accessibility and user-friendly interface, creates an environment where learning becomes an intuitive and enjoyable part of a child’s daily routine. Navigating the Learning Landscape: A Thoughtful Approach As parents and educators navigate the landscape of YouTube learning for preschoolers, it’s essential to adopt a thoughtful approach. Creating a balanced screen time routine ensures that digital learning complements rather than replaces other forms of play and exploration. Collaborating with educators to align digital content with classroom learning objectives enhances the educational impact. Additionally, parents can actively engage with their children during screen time, transforming it into a shared learning experience. With the multitude of educational videos available, selecting content that aligns with a child’s interests and educational goals enhances the effectiveness of YouTube learning. The Dynamic Impact on Early Education: Beyond the Screen The dynamic impact of YouTube learning on early education extends beyond the confines of the screen. The interactive and visually stimulating nature of the videos enhances cognitive development, fostering skills such as pattern recognition, problem-solving, and critical thinking. The exposure to diverse content cultivates a sense of curiosity and broadens a child’s understanding of the world around them. As children engage with educational videos for students, they develop digital literacy skills, preparing them for the increasingly digital landscape of modern education. Parental Involvement and Guidelines: Ensuring a Safe Learning Environment While YouTube learning for preschoolers offers a wealth of educational content, parental involvement is paramount. Establishing clear guidelines for screen time, content selection, and age-appropriate material ensures a safe and enriching experience. Regularly reviewing and updating privacy settings guarantees a secure digital environment. Parents can actively participate in their child’s digital learning journey by co-viewing videos, initiating discussions about the content, and integrating lessons into everyday activities. By adopting an active role, parents become partners in their child’s educational exploration, fostering a healthy and supportive learning environment. Fostering a Lifelong Love of Learning: Transformative Potential YouTube learning for preschoolers sparks a lasting passion for knowledge. With engaging content and interactive formats, the platform transforms education into an exciting adventure, fostering a positive attitude towards learning. This early love for acquiring knowledge equips children for future academic challenges, nurturing enthusiasm and resilience. Customizing Learning Paths: We delve into the concept of tailoring learning experiences for preschoolers through customizable playlists and content. Platforms like YouTube offer the ability to curate content based on a child’s interests, learning pace, and developmental stage. The discussion can cover the benefits of personalized learning, addressing individual needs, and how customization enhances engagement and comprehension. Interactive Engagement: Fostering Participation and Curiosity The importance of interactive elements within educational videos for students. Interactive features, such as quizzes, games, and clickable content, not only make learning more engaging but also foster active participation. We can discuss how interactive engagement stimulates curiosity, enhances retention, and contributes to a positive and enjoyable learning experience. Measuring Progress: Assessing Developmental Milestones The ability of educational videos to contribute to measuring a child’s developmental progress. Platforms may integrate tools for parents and educators to track a child’s engagement, understanding, and developmental milestones. We can explore how these assessments can inform parents about their child’s growth, highlight areas of strength or improvement, and contribute to a more informed and supportive educational environment. The world of YouTube learning videos for kindergarten unfolds as a vibrant and dynamic educational odyssey. From YouTube Kids videos to specialized content for students and kindergarteners, the platform caters to the diverse needs of young learners. The transformative impact on early education, coupled with the responsible involvement of parents and educators, creates a harmonious blend of technology and learning. As we navigate this digital landscape, let us embrace the potential of YouTube learning to shape curious minds, inspire a passion for knowledge, and lay the foundation for a future where learning is a lifelong journey filled with wonder and discovery. In the educational tapestry of EuroSchool, YouTube learning for preschoolers emerges as a dynamic and enriching facet. Tailored to the unique needs of our young learners, YouTube offers a diverse array of age-appropriate content, fostering early education through engaging visuals and interactive narratives. From alphabet adventures to numerical journeys, the platform becomes a virtual playground for discovery, nurturing foundational skills in an enjoyable manner. At EuroSchool, we recognize the significance of integrating technology into early education, and YouTube Kids videos learning serves as a complementary resource, enhancing the classroom experience. It aligns seamlessly with our commitment to providing a holistic and innovative learning environment for preschoolers, where education becomes a delightful exploration.

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I Can Statements I Can Statements are family-friendly guides that can be used to help your family and ensure your students are on track for their grade level. All learning objectives for English Language Arts, Math, Science, and Social Studies are provided, written in family-friendly language. I Can Statements help make grade-level learning targets clear for families and they address the standards students of the same grade level learn in all public schools. I Can Statements are also flexible enough to easily pair with your selected curriculum choice. Multi-Grade Level Lists The skills noted in the multi-grade level lists for science and social studies can be learned and applied to the content areas for their respective grade level groupings. These lists should be used in conjunction with the content standards. These skills can be assigned to the lessons in your personalized curriculum to demonstrate the following intellectual, reasoning, reflection, and research skills.

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Learning is always a mechanism beyond our control and wrapped up in the world we create and the connections we create. There are immediate learnings, but we can gain lot of skill and knowledge when experienced repeatedly. According to Leonardo da Vinci learning never exhausts the mind. Some people think it is too late to learn, but it is never too late. You will face some difficulties at age from about 50 to above. But your brain has an amazing ability to learn and many new skills regardless of your age. Most people find that retirement is the happiest and best time of life because it gives the unlimited time that they want. During this time, it is very easy to stay away, play with grandchildren, go to bed late, watch TV, listening to songs. These activities can keep you busy but not give you a feeling of fulfillment. Anyone can do activities like learning a new language, playing musical instruments, starting a new business or doing meaningful work that contributes to society that will add value to your life. Also, there are many courses available today to choose from based on one’s interest and inclination. Online courses becoming more and more popular. These courses are a good choice for adult learning. These are easy to understand, user friendly, flexible and well structured. Professionally made videos will give you the closest class effect. You do not need specific computer skills to do these courses. Can use your desktop, laptop, tablet or even your mobile phones. Also, if you want to record you can record it by yourself or in some courses, they upload their recordings, so it more important. You can listen to those in any time. You can do these courses by sitting at your home or anywhere that you feel convenience. Do you know that the ability to do basic arithmetic peaks at age 50, peak ability to learn and understand new information also occurs around age 50, peak vocabulary skills happen around age 67. Age is just numbers. It does not lay down limits on what you can and what you cannot. You think that you are too old to learn? If you feel like that way, look at following facts • Priscilla Sitienei is 90-year-old Kenyan women that fulfilling her education dream. She wants to learn and she proves that age is not a problem to learn. • Do you know about the world oldest marathon runner, Fauja Singh? Actually, he began running seriously at the age of 89. • Grandma Moses was renowned 20th-century American folk artist. She started painting at the age of 78 and is often cited as an example of someone who started a career in art in old age or at an advanced age. • Kentucky Fried Chicken (KFC) was started by a man named Harland Saunders, who made simple local dishes at a gas station across the street. Harland Sanders was 65 years old when he doing all these. • Socrates started music on his 60s. He understood that he is never too old to learn understood he could still learn and started on music in his 60s. It’s never too late to learn something new and you are never too old to do it. Everyone has dreams in life, but not everyone can live their dreams due to various pressures and adverse conditions. You may not receive the course you like as a student or you may not have a choice of profession or activities that you like in your working life. You are never too old to learn. At no time ever say, “it is too late to learn,” until the day you die. However, no matter what age you are, you will always have time in this life to make some of your unfulfilled dreams come true. Sometimes we are unable to be happy in the moment because of these unfulfilled dreams. It’s never too late to chase your wishes, there’s no time to get started like the present. Now is the best time to act, not the future. You are never old enough to set new goals. You should learn lessons from past and make your dreams come true. Remember to focus on the present and focus on the future. Set goals or dream a new dream.

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No admission requirements This course offers a survey of American history and culture from its colonial beginnings in the early seventeenth century to the present, and thus provides a basis for the study of the United States. The weekly lectures will focus on a particular theme, for example New England Puritanism and its cultural legacies, the emergence of a political party system, the reform tradition, slavery and the Civil War, an introduction to the history of Native Americans, African Americans’ struggle for political and civil rights, women’s history, immigration and ethnicity, the New Deal, and the emergence of the U.S. as superpower. To prepare for the weekly lectures students are required to read relevant primary sources, such as the Declaration of Independence, the American Constitution, and various other historical documents and classic texts in American culture. General learning objectives The student can: 1) organise and use relatively large amounts of information 2) reflect critically on knowledge and understanding as presented in academic literature Learning objectives, pertaining to the specialisation - 3) The student has knowledge of a specialisation, more specifically; in the specialisation General History of the place of European history from 1500 in a worldwide perspective; with a focus on the development and role of political institutions; in the track American History of American exceptionalism; the US as a multicultural society and the consequences of that for historiography; the intellectual interaction between the US and Europe; Learning objectives, pertaining to this specific lecture course 4) has knowledge of a specialisation, more specifically of -in the track American History American exceptionalism; the US as a multicultural society and the consequences of that for historiography; the intellectual interaction between the US and Europe; 5) has knowledge of: -American history and culture from its colonial beginnings in the early seventeenth century to the present. -the American political system and to a number of central themes and concepts in U.S. history, such as republicanism, Manifest Destiny, and the ideology of domesticity. -historical debates about a.o. slavery, multiculturalism, and American exceptionalism 6) The student has knowledge of basic research skills. Mode of instruction Independant study of literature The course will be assessed through two subtests, covering all course objectives: Midterm examination: take-home assignment; brief essay Final examination: multiple choice questions and open essay questions Midterm examination: 40% Final examination: 60% The final grade for the course is established by determining the weighted average. Both midterm and final examination can be retaken. The resit exam will take place in one single resit, at which both subtests are offered. For this resit three hours will be reserved, so that students will be able to retake both subtests, if necessary. inspection and feedback How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized. Assigned primary sources will be available on the blackboard site Jill Lepore, These Truths: A History of the United States (W.W. Norton 2018; available Bol.com and Amazon.com). Enrolment through uSis is mandatory. General information about uSis is available on the website Registration Studeren à la carte and Contractonderwijs Registration Studeren à la carte For substantive questions, contact the lecturer listed in the right information bar. For questions about enrolment, admission, etc, contact the Education Administration Office: Arsenaal This introductory course can be followed as a BA lecture course for 2nd-year History students (5EC) and as part of the BA-minor American Studies (10EC). Students who take the course as 5EC BA lecture course will be required to take a written exam on lecture notes and assigned primary sources and a take-home exam; Students who take the course as part of the minor in American Studies or as an elective course (10EC) are required to read both primary sources and the textbook (Jill Lepore, These Truths: A History of the United States) and to take a written exam on lecture notes, assigned primary sources and textbook and a take-home exam. International students can opt for either the 5EC or 10EC option.

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So, what is eLearning, exactly? eLearning, or electronic learning, is defined as any training or learning that is delivered digitally. It is often used synonymously with online learning and virtual learning. Though the curriculum is formalized, learners can access the material through their computer, tablet, or even cellphone – anytime, anywhere, if they are connected to the internet. For educators and employers, it’s an affordable and efficient method of reinforcing key knowledge and skills. For learners, it’s a convenient and interactive way to absorb curriculum material. eLearning Promotes Student Engagement E-learning is used to guide a more progressive learning experience, giving learners the freedom to advance at their own pace while still receiving immediate feedback. Studies show that students are more motivated when using eLearning.4 Students who are more motivated to learn are more likely to be engaged. And, ultimately, this means that they will achieve their learning objectives.5 The increased motivation and engagement stem from the interactive nature of eLearning. Tactics that fuel this interaction include videos, quizzes, simulated cases, polls, and games. Each of these tactics appeal to various learning styles – particularly, visual and aural learners. E-Learning can help to engage learners differently, grabbing their attention and then clearly demonstrating the relevance and importance of the curriculum content. eLearning Increases Retention How does student engagement impact learning? Forgetting things is natural, but it can be frustrating when an educational investment results in a low-retention rate among learners. Fortunately, research shows that those who engage with eLearning demonstrate increased retention rates and better utilization of content, resulting in better achievement of knowledge, skills, and attitudes.6 The same tactics used to engage learners (such as quizzes, polls, and videos) can also positively reinforce course content to significantly improve your training efforts.7 When learners are afforded the opportunity to reflect on what they’ve previously learned, they are more inclined to remember it long-term. eLearning Compared to Other Learning Methods E-learning challenges the traditional methods of teaching and learning but does not replace it entirely, which is important to note. Learners enjoy the ease of use, flexibility, navigation, and user-friendly interface that eLearning provides.9 It has the potential to develop a learner’s critical-thinking and decision-making skills in a more enjoyable way, but should always be used as part of a blended learning approach.

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A qualified trainer is important for several reasons, as they play a crucial role in facilitating effective learning and achieving desired outcomes. Here are some key reasons why a qualified trainer is essential: 1. Expertise and Knowledge: A qualified trainer possesses in-depth knowledge and expertise in the subject matter they are teaching. They have the necessary education, training, and experience, which allows them to present information accurately and comprehensively. 2. Curriculum Design: Trainers with qualifications are skilled at designing and developing appropriate training curricula. They can structure the content in a way that is logical, easy to understand, and aligns with the learning objectives. 3. Effective Teaching Techniques: Qualified trainers are trained in various instructional methods and techniques that cater to different learning styles. They can adapt their approach to suit the needs of diverse learners, making the training more engaging and effective. 4. Learning Assessment: A qualified trainer knows how to assess the progress and understanding of the participants. They can design assessments, quizzes, and practical exercises to gauge the effectiveness of the training and identify areas that may need further reinforcement. 5. Individualized Support: Trainers with qualifications are better equipped to provide individualized support and guidance to participants. They can address questions, clarify doubts, and provide personalized feedback to help learners grasp the material more effectively. 6. Motivation and Engagement: A skilled trainer knows how to create a positive and motivating learning environment. They can engage participants, encourage active participation, and foster a sense of enthusiasm, which enhances the overall learning experience. 7. Adaptability and Problem-Solving: Qualified trainers can adapt to unexpected situations and challenges that may arise during the training. They have problem-solving skills to address issues and keep the learning process on track. 8. Professionalism and Ethics: Qualified trainers adhere to professional standards and ethics in their practice. They maintain a level of integrity and respect for participants, fostering a safe and inclusive learning environment. 9. Industry Updates: Qualified trainers continuously update their knowledge and skills to stay current with the latest developments in their field. This ensures that the training content remains relevant and up-to-date. 10. Return on Investment (ROI): Investing in a qualified trainer can lead to a higher ROI for organizations. Effective training results in better-equipped employees, improved productivity, and reduced risks, making it a worthwhile investment. Overall, a qualified trainer brings credibility, expertise, and a structured approach to the training process, leading to more successful outcomes and a positive impact on the learners’ development. Whether in a corporate setting, educational institutions, or specialized workshops, the role of a qualified trainer cannot be underestimated.

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A call for help from the Boston Public Library to historians around the country inspired a “Transcribe-a-thon” hosted by the St. Thomas History Department on March 13. Thousands of scanned, original documents from early abolitionists need to be transcribed to make them digitally discoverable for research. St. Thomas history faculty Kari Zimmerman and David Williard saw an opportunity for aspiring historians to have an authentic experience. “It is not often that we get to work with primary sources [from the emancipation era],” Williard said. “We don’t have a lot of archives here in Minnesota. So, to be able to do this online, it’s pretty amazing. It’s also the direction our field is moving, with more digital humanities projects.” A sophisticated, cloud-based tool lets students read the scanned, handwritten letters and postcards, then transcribe the text. Three different people transcribe each line to ensure its accuracy. “It’s fun, but it’s also hard because, for most of our students, they don’t often see 19th century handwriting,” said Zimmerman, who enrolled St. Thomas in the project and values the hands-on experience it offers students. For Williard’s students who are studying the 19th century struggle of African Americans—first in slavery, then in freedom, and then as citizens navigating U.S. politics—interacting with primary sources is a key learning objective. “Students are going to find their own sources and make history out of them … turn the raw material of letters, diaries and pamphlets into historical interpretation that can help us understand the past better, more authentically,” Williard said, adding that the transcribe-a-thon might give them a head-start on their projects. Most of the scanned documents are letters between highly educated, elite abolitionists living in the greater Boston area in the 1830’s. Williard said the letters usually contain community information or town gossip, then a paragraph about the abolitionist movement and its various strategies and concerns. News about how other abolitionists were faring might include a warning of danger. “Abolition was a movement that put people in harm’s way,” Williard said. “This was a radical movement in the 1830s that could cost people their lives.” “In the 1830s you see the underground nature of this movement—struggling with what they see as the great moral wrong of American history and trying to right it,” Williard added. “It’s not yet the great national cause that it will be by the Civil War era; it’s more of a radical challenge to the status quo … Yet in thirty years’ time abolition becomes a major part of the Union war effort.” The Boston Public Library will house the transcriptions by St. Thomas students and faculty in a digital archive collection for future generations of scholars and students. “The people who follow in their footsteps will be able to use this evidence to enhance their understanding of history,” Williard said. “This is really a public community service. We are helping to build the history archive for the future.” For history major Elizabeth Sadusky the transcription was not only a public service; it fed her passion. “Getting them transferred into a digital context so that people can search for terms that they are looking for, it’s going help narrow down sources for a lot of people,” she said. It’s also setting the stage for her as she prepares to depart for the “We March for Justice” trip to Mississippi with English Associate Professor Todd Lawrence, Excel! Research Scholars Program Director Cynthia Fraction and Williard over spring break. “We’re going to see the latter effects of this movement when we look at the Civil Rights Movement [on this trip],” Williard said.

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To build a society that is self-sufficient requires the mobilization of the uneducated, the poor and underdeveloped, many of whom have untapped potentials; and if they are fully developed will be of immense benefit not only to themselves but to the nation as a whole. On this premise the British and French governments promoted mass education in their colonies; their primary objective was to give the masses opportunity to participate in the conduct of their own affairs. The ultimate aim was to develop, among the masses, enlightened public opinion, to ensure, particularly civic education and the development of reasoned opinions on matters of local and national government rather than the parroting of a few people, or a lethargic acceptance of the status quo (Omolewa, 2017:16). Similarly, one is literate when he has acquired the essential knowledge and skills which enable him to engage in all those activities in which literacy is required for effective functioning in his group and community, and whose attainments in reading, writing and arithmetic make it possible for him to continue to use these skills towards his own and the community’s development. The concept of literacy should be understood as the ability to read, write and compute in any language and to an appreciable level. However, other bye-concepts are functional literacy, illiteracy and semi-illiteracy. Functional literacy, according to Oduaran (2011), refers aptly to the ability to use the skill of reading, writing and computing in the acquisition of such information as would make the individual function more actively and beneficially in the economic, social, political and cultural activities of the community where he lives. Hence the ability of the individual to contribute to the development of the country lies in his ability to read and write. There cannot be meaningful development in a modern society where majority of the populace is illiterate. The implication therefore, is the scaling up of literacy programmes to be part of major national endeavor, even if it finds practical expression in a diversity of programme activities. The report of Human Development rates Nigeria as having the highest number of illiterates in the world. In agreement, The United Nations Education, Scientific, and Cultural Organization (UNESCO), discloses that, “there are about 60 million adults in Nigeria, 85% of them under the age of 35 years, who can neither read nor write” (EFA, 2010). Despite the importance of education, to improve standard of living, Nigeria has one of the lowest literacy rates in the world, world map (2011). The low level literacy partly accounts for the low level of development in Nigeria. Thus, a nation which undermines the contributions of the some of her citizens makes slow progress towards national development. The realization of organizational objectives depends largely on the quantity and quality of personnel (manpower) available in the organization and the degree of effectiveness in the utilization of available manpower. Commenting on this point, Imhabekhai (2014) advocates that it is imperative that management of any organization makes sufficient efforts in procuring and developing the needed manpower resources and pay attention to how well they are utilized. However, experience has shown that in most public agencies, greater interest is shown in the areas of manpower development and procurement or recruitment than in how effectively utilized are the available manpower resources. The National Policy in Education (Federal Republic of Nigeria, FRN 2014:32) lists seven components of adult and non-formal education. These are functional literacy, remedial continuing, vocational, aesthetic, cultural and civic education for youths and adults outside the formal school system. At the same time the FRN (2014:25) outlines goals of mass literacy, adult and non-formal education as that which shall be to: Provide functional literacy and continuing education for adults and youths who have never had the advantage of formal education or who did not complete their primary education. These include the nomads, migrant families, the disabled and other categories or groups, especially the disadvantaged gender, Provide functional and remedial education for those young people who did not education, Provide education for different categories of completers of the formal education system in order to improve their basic knowledge and skills, Provide in-service on the job, vocational and professional training for different categories of workers and professionals in order to improve their skills, and Give the adult citizens of the country necessary aesthetic, cultural and civic education for public enlightenment. Programmes are therefore designed and structured to meet the needs of adults and persons that did not acquire enough formal education, or none at all, as well as those that need to sustain learning for self-employment. It could be seen that adult education is neither just for persons who are desirous to read, write and communicate particularly in English nor for people who are advanced in age, it is a programme designed and aimed at adult persons and those who could not for one reason complete their education in a formal setting when they were young. The ultimate beneficiaries will be mainly young girls and women, youth and out-of-school children, and vulnerable populations and groups who have suffered from decades of prejudice, marginalization, discrimination and even exclusion, particularly in urban slums and rural areas. Adult education now involves the study of various disciplines such as economics, agriculture, history, hygiene, arts and crafts, in these ways; the adult population is involved in planning programmes so that they can gain practical skills for individual improvement and societal development. There are still major increases in the rate of adult illiteracy in Nigeria despite all the efforts made to stamp out illiteracy in the country. Apart from the series of campaigns which were made between 2013and 2016, and yearly sensitization of people, only a negligible drop in the rate of illiteracy was recorded (Omoyeni and Ajayi, 2010). The majority of the population is in the rural areas where they live in poverty or absolute want and could not afford the demands of formal education system, hence the cases of school drop outs. The lack of knowledge and skills needed for self reliance, employment in industries and public establishment invariably results to youth restiveness as well as other social vices. Ogbezor and Okanezi (2014) research report demonstrated that massive unemployment of River State indigenes invariable results from lack of technical skills needed in various industries as well as lack of entrepreneurial initiatives and enhancing ethical aspect. These quality and equity issues are basically related to: (a) socioeconomic condition, (b) zone of residence (urban/rural), (c) ethnic identity and language, and (d) gender. A National Literacy Survey conducted by the National Bureau of Statistics (2010) in Nigeria estimates the adult literacy rate as 56.9%, with huge variations between states (Lagos 92.0% and Borno 14.5%), regions (urban 74.6% and rural 48.7%) and sex (male 65.1% and female 48.6%). More importantly, statistics from the Federal Ministry of Education (2016) indicated that only 500,000 of the 40 million adult illiterates are enrolled in adult learning classes. There are also 3.5 million nomadic school-aged children with only 450,000 of them accessing any form of schooling. Nigeria is further saddled with the largest number of out-of-school-children estimated at over 7 million (10% of the global total). The Nigerian Government recognizes that literacy education will help equip individuals with the knowledge, skills and attitudes needed for economic self-sufficiency, poverty reduction and sustainable development, and is therefore making efforts to address the illiteracy challenge. Keeping such a large percentage of the population outside the radiance of literacy and education makes the task of national development more complex and burdensome. If something drastic is not done to accelerate literacy and education for all Nigerians, the country may fail to achieve the significant milestones of its developmental targets under Vision 20:20:20. The study sought to know the assessment of government involvement in adult literacy programmes. Specifically, the study sought to; i. Ascertain whether the adult literacy programmes can make adult learners to be resourceful. ii. Ascertain whether the adult literacy programmes provide the participants with practical skills. iii. Ascertain how government assessment or the skills acquired are being utilized or put into practice, by preparing and equipping the participants for wage employment or self-employment. i. To what extent does the adult literacy programmes make adults learners to be resourceful? ii. Does adult literacy programmes provide the participants with practical skills? iii. How does government assessment or the skills acquired are being utilized or put into practice, by preparing and equipping the participants for wage employment or self-employment? Ho1: Adult literacy programmes cannot make adult learners to be resourceful. Ho2: Adult literacy programmes does not provide the participants with practical skills. This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study. This study is on assessment of government involvement in adult literacy programmes in Nigeria. Limitations of study Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview). Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work. Assessment: The action of assessing someone or something. Government: Is a means by which organizational policies are enforced, as well as a mechanism for determining policy. Adult literacy: Is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge and skills. Aderinoye, R. A. (2014). Innovative approaches to adult literacy: A survey of applicability of Distance. Professional Teachers Forum, 5(1):30-40. Imhabekhai, C. I. (2014). Manpower development and utilization: In Adult Literary Education in Edo State, 109, Benin Journal of Education studies, 11(1&2) Laoye, A. A. (2015). The experience of University village Association in income generation activities and women Literacy participation in Oyo state: A Ph.D Thesis Oduaran, A. B. (2011). Literacy Education. In Egbe, E. E. and Oduaran, A. B. Eds. Fundamentals of Adult Education. p. 88, Benin: NERA Publishers Omolewa, M. (2017). On the Definition and Scope of Mass Education in Nigeria 2010-2016. Education and Development, 3(2):216 Omoyeni, M. S. J., and Ajayi, A. I. (2010). The United Nations Educational, Scientific and Adult Literacy Education in Nigeria 1946- 2010: Impact Assessment. Saint, W. (2015). Speech delivered by the Deputy Director General of UNESCO. How do I get this complete project on AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES? Simply click on the Download button above and follow the procedure stated. I have a fresh topic that is not on your website. How do I go about it? How fast can I get this complete project on AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES? Within 15 minutes if you want this exact project topic without adjustment Is it a complete research project or just materials? It is a Complete Research Project i.e Chapters 1-5, Abstract, Table of Contents, Full References, Questionnaires / Secondary Data What if I want to change the case study for AN ASSESSMENT OF GOVERNMENT INVOLVEMENT IN ADULT LITERACY PROGRAMMES, What do i do? Chat with Our Instant Help Desk Now: +234 814 010 7220 and you will be responded to immediately How will I get my complete project? Your Complete Project Material will be sent to your Email Address in Ms Word document format Can I get my Complete Project through WhatsApp? Yes! We can send your Complete Research Project to your WhatsApp Number What if my Project Supervisor made some changes to a topic i picked from your website? Call Our Instant Help Desk Now: +234 814 010 7220 and you will be responded to immediately Do you assist students with Assignment and Project Proposal? Yes! Call Our Instant Help Desk Now: +234 814 010 7220 and you will be responded to immediately What if i do not have any project topic idea at all? Smiles! We've Got You Covered. Chat with us on WhatsApp Now to Get Instant Help: +234 814 010 7220 How can i trust this site? We are well aware of fraudulent activities that have been happening on the internet. It is regrettable, but hopefully declining. However, we wish to reinstate to our esteemed clients that we are genuine and duly registered with the Corporate Affairs Commission as "PRIMEDGE TECHNOLOGY". This site runs on Secure Sockets Layer (SSL), therefore all transactions on this site are HIGHLY secure and safe!

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Effective discussion-leading is more than simply asking questions and letting students answer; it involves a nuanced set of roles and skills. This complexity is captured well by C. Roland (“Chris”) Christensen, who pioneered teaching by the case method and taught at the Harvard Business School for 50 years: "[E]ffective preparation for discussion classes takes more time, because instructors must consider not only what they will teach, but also who and how. And the classroom encounter consumes a great deal of energy; simultaneous attention to process (the flow of activities that make up a discussion) and content (the material discussed) requires emotional as well as intellectual engagement. . . . The discussion teacher is planner, host, moderator, devil’s advocate, fellow-student, and judge-a potentially confusing set of roles. Even the most seasoned group leader must be content with uncertainty, because discussion teaching is the art of managing spontaneity." Learning Student Names [PDF] Knowing and using student names is an oft-overlooked but vital foundation for an effective discussion. This article, published in the National Teaching and Learning Forum, is a compendium of 27 concrete tips from faculty across the country on learning and remembering student names. The Dreaded Discussion: Ten Ways to Start [PDF] by historian Peter Frederick, points out ten ways to jump-start a discussion, from having students generate concrete images or illustrative quotations from the reading, to engaging in debates or role play. This website summarizes those strategies. It is important to think about what kinds of questions to ask, of whom, at what point in the discussion. There are many ways to categorize kinds of questions, as explained in the following resources: Bloom’s Taxonomy is a summary of Benjamin Bloom’s classic six-part scheme (knowledge, comprehension, application, analysis, synthesis and evaluation), originally published in 1956. The taxonomy outlines intellectual tasks (easily framed as questions) that build in cognitive complexity. Managing Hot Moments in the Classroom, from Harvard University, explores teaching situations where “people’s feelings — often conflictual — rise to a point that threatens teaching and learning.” Such “hot” encounters may center on discussion of particular kinds of issues, or simply arise out of classroom dynamics in any discipline. This document offers helpful suggestions on how teachers might think about the moment, helping the students to think about it, getting the students to do the work, not avoiding the issue, etc. The Midpoint Reflection exercise can deepen and invigorate an ongoing discussion by giving a student the opportunity to ask questions that have not yet been addressed. Used from the beginning and over the course of a semester, it usually prompts participation from even the quietest students by shifting the role of facilitation away from the teacher, thus encouraging students to turn to each other as sources of expertise. The Capture is an exercise particularly useful for prompting discussion of secondary texts that may be difficult for students initially to grasp. Students distill answers to four key aspects of the text: the author’s purpose, central message, validations / applications, and values / assumptions. Instructors then can ask students to share and compare their captures, either in small groups or to the class at large. If tensions arise, let yourself take a moment to decide whether to address the issue immediately, take it up separately with individual students, or raise it in the next class meeting. Try counting silently to 10 before speaking or reacting. If you feel unprepared to deal with a question, comment, or topic in the moment, mark it as something the class will come back to at the next meeting – and then raise it at the next meeting when you feel more prepared. Remind students of your discussion or participation guidelines. If you haven’t already established them, propose a few key ones to guide the conversation moving forward out of the ‘hot moment’—e.g., no personal attacks, openness to hearing a range of perspectives, accountability for the effects of our words on others. Invite students to move around the room, write or sketch quietly, or take a few deep breaths, just to change the energy in the room before diving back in. Sometimes simply naming and then breaking the tension by doing something different with our bodies or minds can be very helpful for moving forward productively with a difficult conversation. Find a way to connect the hot moment to course topics or learning goals. What does the big emotion in the room suggest about the importance of the topic you’re teaching? Can course materials help inform, anchor, or delimit the discussion that follows a hot moment? Are there learning objectives in your course related to critical thinking, perspective taking, or precise framing of an argument that can be reinforced through the ways you invite students to engage? Where appropriate, seek to clarify student comments that have sparked tension. Students sometimes say inadvertently insulting or marginalizing things when they are struggling to understand a new perspective or feeling the intellectual discomfort of having their familiar views challenged. If you think a comment is coming from such a place of cognitive struggle, you might give the student a chance to explain the thought process behind their remark (“What do you mean by X?” or “I heard you saying Y; is that what you meant to say?”) or just ask them to rephrase if it’s evident they understand they made a misstep (“Do you want to try saying that differently?” And then, perhaps, “Let’s talk about why that initial phrasing felt so problematic.”). Provide a basis for common understanding by establishing facts and questions about the topics raised in the tense moment. You can share key information yourself or invite students to do so. You might write categories on the board (“what we know,” “what is disputed,” “what we want to know more about”) and elicit items for each category. You can also explain or have the class identify why a given topic or language choice feels high stakes, especially if you think some students do not understand or respect other students’ emotional responses. Give students some time to gather their thoughts in writing about the perspective, topic, or exchange in question before discussing it as a group. You might ask them to connect it to course materials or concepts. Writing can be especially helpful when students respond to tension with silence. You could ask them to consider, “Why is this topic so difficult to discuss?” or “What do you feel like you can’t say aloud right now?” You might collect such anonymous writings to help you make a plan for returning to the topic at another time. Try to depersonalize positions of disagreement that have emerged among students (e.g., instead of referring to “what X said vs. what Y said,” referring to “this disagreement about such-and-such” or “the use of phrase/word X in this context”). This can help minimize unproductive defensiveness and invite more students into the conversation. Similarly, asking for additional possible points of view (e.g., “We’ve heard perspectives A and B -- how else might one think about this question?”) can helpfully move the conversation away from particular speakers to the ideas or perspectives they are raising. You can also depersonalize by acknowledging when a widely-held view has been raised: “Many people share this perspective. What might their reasons be?” And then: “And why might others object to or feel disrespected by this view?” Help students in conflict find common ground. This might mean identifying a shared value (“I hear that you both care deeply about achieving X, but you have strongly divergent ideas about how to get there”) or asking the class to (“What do these perspectives have in common? How do they differ?”). Where possible, give students the benefit of the doubt when they speak words that seem to devalue or discount other people or perspectives. “I don’t think this is what you intended, but...” “You may not realize how this sounded…” “I hear that you’re trying to make a joke, and yet…” While giving the benefit of the doubt, you can also explain the potential impact of given language choices: e.g., “The word X is a label that’s often objected to by those it’s used to describe because …” “I could easily imagine that your use of that metaphor would feel like an insult to classmates who …” After discussing intense issues, guide students to reflect individually and/or collectively on the issues raised and the perspectives they heard on these issues. Consider using a questionnaire where students can share what they appreciated about the conversation, what they learned from it, and what remains unresolved. Check-in outside of class with the students most directly involved in the moment, to show your commitment to their success in the course, to help them learn from the experience, and to learn from them more about their experience of the discussion. Connect with your own support network, especially if you felt targeted or personally affronted by whatever emerged in your classroom. It can be very helpful to process your responses with trusted colleagues or friends in order to return to the classroom with confidence and optimism. Brookfield, S. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (1999). San Francisco: Jossey-Bass. Christensen, C.R. et. al., eds. Education for Judgment: The Artistry of Discussion Leadership (1991). Boston, MA: Harvard Business School. Responding to Difficult Moments, Center for Research on Learning and Teaching, University of MIchigan http://www.crlt.umich.edu/multicultural-teaching/difficult-moments Landis, Kay. Start talking: A handbook for engaging difficult dialogues in higher education.University of Alaska Anchorage, 2008. https://www.difficultdialogues.org/resources Sue, Derald Wing. “Microaggressive impact on education and teaching: Facilitating difficult dialogues on race in the classroom.” In Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, 231-254. Hoboken: John Wiley & Sons, Incorporated, 2010.

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What is Bloom’s Taxonomy? Created by educational psychologist Benjamin Bloom in 1956, Bloom’s taxonomy is a multi-layered hierarchical educational framework that encourages learning by moving through six stages of objectives with increasing difficulty. In the framework, students move from lower-order thinking to higher-order thinking, focusing on evaluating and analyzing concepts, ideas, principles, and procedures, instead of just remembering facts. What are Bloom’s Domains of Learning? Bloom proposed three domains of learning: cognitive, affective, and sensory/psychomotor. The cognitive model is the primary focus – and is what we refer to as Bloom’s taxonomy – and includes the six levels of objectives; the affective domain deals with attitudes, feelings, and emotions; and the sensory model relates to motor-coordination, physical skills, and coordination. Bloom’s Taxonomy Learning Objectives Bloom’s taxonomy was revised in 2001 to replace the original, static language with more modern, dynamic language and to provide clearer goals for learners. The six levels of learning objectives are: - Remember: recall details and general concepts - Understand: explain ideas or concepts - Apply: use information in new settings - Analyze: draw connections between ideas - Evaluate: justify findings or conclusions - Create: develop and produce new work Why Should You Use Bloom’s Taxonomy For Learning? The Bloom’s taxonomy framework can be used in any educational setting, whether it be higher education or for professional training purposes. Bloom’s taxonomy focuses on individualized learning, which encourages each student to focus on their strengths and develop their weaknesses. The benefit of individual learning and teaching is that feedback can be provided immediately to ensure improvement. Since the purpose is to create achievable goals, it also allows teachers enough time to adequately plan and build a clear lesson plan to meet these objectives – ideal for virtual corporate learning and development. If the taxonomy is applied successfully, students will have mastered a new skill or acquired new knowledge, which teachers will be able to monitor and re-evaluate as they move through each stage of the framework. Furthermore, if teachers involve students in the assessment process through self reflection, it will contribute to the progression of learning motivation. Self assessment is a powerful tool in developing students’ responsibility for their own progress and achievements in learning. Examples of Bloom’s Taxonomy So what does Bloom’s taxonomy look like in action? Because it is focused on providing an order for certain behaviors, it can be used in countless settings. In an educational setting it could be used for a number of purposes, including to: - Create assessments - Plan lessons - Evaluate the difficulty of assignments - Design online curriculum charts - Build video courses How to Use Bloom’s Taxonomy For Video Training By focusing on the development of cognitive skills, Bloom’s taxonomy can help instructors create more effective video training programs, while making it easier to plan courses. Here are some of the ways you can use Bloom’s taxonomy for video training. - Remember: compose a training video outlining the general concepts that you want your students to remember. - Understand: test the knowledge and how well the information has been comprehended by implementing an in-video interactive quiz. - Apply: put the steps of the training into action through virtual classrooms or online video simulations. For example, if you are training on customer service you may embed a short quiz into your training video to determine how the learner would react in certain situations. You could also have learners return-demonstrate their knowledge through asynchronous video simulations using tools such as Panopto. - Analyze: encourage students and teachers to interact with each other and exchange ideas in an online forum. With Panopto, students and trainers can start discussions and comment on training videos to analyze specific concepts explored in the video at certain points in time. - Evaluate: based on the previous analysis, students can suggest changes to the training by responding with their own microlearning videos, or they could act as mentors for future learners by flipping the classroom and developing new, updated course material. - Create: put together entirely new work based on the concepts learned. Synchronously, employees could create tailored virtual trust-building sessions. Asynchronously, groups could work together to put together a video presentation of a working plan for the business on how to improve or change up a process based on the information gathered in the evaluation.

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Each month, the Collaborative will be highlighting workforce development opportunities on key population health themes as part of our workforce development programme. This month we look at health inequalities coinciding with the launch of All Together Fairer – a landmark health inequalities report for Cheshire and Merseyside. Health inequalities stem from variations in the wider determinants of health and the presence of, or access, to psycho-social mediating and protective factors – this means that people do not have the same opportunities to be healthy. Public Health England has published its Health Equity Assessment Tool (HEAT), an essential guide for those working in the health and public health arenas to apply a strong inequalities and equity focus to their work. The HEAT e-learning programme, which has been developed with Health Education England, supports the use of the tool, providing the context and purpose, outlining the benefits of using the tool and taking the learner step-by-step through each stage. HEAT is intended to be used by a wide range of professionals who want to make a difference in relation to inequalities in their services and work programmes. This includes professionals working at a national and local level and those working with commissioners or providers. The programme has been jointly developed with PHE Centres and Regions and their wider stakeholder audience. For more information about the programme, including details on how to access, click here. - Population Health Toolkit Population Health aims to improve the health of an entire population and reduce health inequalities. The Population Health Toolkit supports learners by providing links to free resources that are mapped to the 11 core curriculum areas and learning objectives. Access it here. - Health Equalities Framework The Health Equalities Framework is designed to provide practitioners with a practical introduction to the Health Equalities Framework tool. Access it here. Learning related to key Marmot principles 1. Giving every child the best start in life - Child Health – learning pathway covering health and wellbeing topics such as childhood obesity, vaccinations and mental health and wellbeing - Children and Young People with Mental Health Needs, Autism or Learning Disability – learning pathway - Healthy Child Programme – focusses on the health and wellbeing of children in the early stages of life from pregnancy through to the first five years of life - All our Health – best start in life, childhood obesity, child oral health, early adolescence, county lines, immunisation 2. Enable all children, young people, and adults to maximise their capabilities and have control over their lives - Safeguarding children and young people - Safeguarding Adults - All our Health – healthy aging, dementia, trauma informed practice 3. Create fair employment and good work for all - The Liverpool City Region has developed a charter for fair employment available here - All our Health – workplace health 4. Ensure a healthy standard of living for all - All our Health - Helping people living in cold homes - All our Health – physical activity, misuse of drugs, alcohol, homelessness, CVD, musculoskeletal health, sexual health, social prescribing, smoking, trauma informed practice, adult obesity - Health Weight Coach Training Programme - Nutrition and Obesity 5. Create and develop healthy and sustainable places and communities If you would like more information, please contact Steve Peters, Programme Manager for Cheshire and Merseyside Population Health Workforce Development via [email protected]

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Becoming a teacher is an incredibly rewarding career. It requires commitment, patience and the ability to inspire students of all ages. In order to become a successful educator, it’s important to understand the teacher career requirements for pursuing this field as a profession. This article will outline essential qualifications one must have in order to find success in their teaching career. Understanding The Different Types Of Teaching Careers Teaching is a rewarding and challenging career, with many different options for aspiring educators. Before deciding on a particular teaching path, it’s important to understand the various types of teaching careers available so that you can choose one that best fits your skills and interests. A common type of teaching job is working in public schools. This involves providing instruction to students from kindergarten through twelfth grade in core academic subjects such as English, math, science and history. To teach at this level typically requires earning a certificate or license from the state where you plan to work. Requirements vary by state but generally include student-teaching experience and passing an exam related to content knowledge and educational theory. Working at private schools may also be an option depending on the institution’s requirements. Like public school teachers, private school instructors are responsible for instructing students in academics, but they may have more freedom when it comes to lesson planning due to fewer regulations than those governing public schools. Private schools may require prior teaching experience; some even prefer candidates who hold advanced degrees in their subject area or education field. Online Tutoring Services And Adult Learning Centers In addition to traditional classroom settings, there are other opportunities within the education sector including online tutoring services and adult learning centers. Online tutors provide personalized assistance via video conference calls while adult learning centers offer classes designed specifically for adults looking to gain new skills or refresh existing ones. For these positions, experience in the specific topic being taught is often preferred along with excellent communication abilities both verbal and written. Educational Qualifications For Teaching Teaching is a rewarding career, and there are many paths to take when pursuing it. While some teachers may have the same general goals in mind, specific requirements vary depending on the type of teaching position one desires. Understanding these different types of teaching careers is an important step for anyone considering entering this field. Your educational requirements for teaching mostly rely on the type of educator you wish to be. For instance, instructors in public schools often need both a state-issued certification or license and at least a bachelor’s degree from an approved university. Private schools usually require potential educators to possess similar credentials but also often request additional certifications such as subject-specific degrees or specialized training programs. Teaching English abroad might require only basic qualifications like TEFL (teaching English as a foreign language) certification, while international school positions can necessitate more extensive educational preparation such as advanced graduate degrees and/or experience teaching in other countries. No matter which route you decide to take with your teaching career, having good references and letters of recommendation will prove beneficial. Demonstrating enthusiasm and commitment during job interviews could also go a long way toward landing that perfect position. Ultimately, the individual must determine their own path based on their professional goals, education level, and passion for the profession. The professional certifications required for a teacher’s career are essential to ensure the best possible education is provided. It isn’t just about having a degree, it’s also about being certified in teaching methods and techniques so that students may have the best opportunity to learn and thrive. Here are 4 key requirements for teachers: - A valid teaching license from the state board of education - Certification in special education, if needed - Completion of courses or workshops related to classroom management and educational technology - Training in first aid and CPR It’s important for teachers to stay up-to-date on all of these credentials as they can help them maintain their effectiveness as educators. Furthermore, many employers mandate certain levels of certification as part of their hiring process since this helps guarantee quality instruction to students. To be sure that you’re meeting these expectations, always remember to renew your licenses annually and keep track of any new advances in the field relevant to your specialty area. Teaching is a rewarding career, but it also comes with certain requirements. In order to become certified as a teacher, individuals must meet the necessary licensure standards. The first step in becoming licensed as a teacher is passing the applicable state exams. Passing these tests ensures that teachers possess an adequate understanding of their subject matter and can effectively communicate this knowledge to students. After taking and passing these exams, aspiring teachers must complete pre-service training and other general education requirements set out by the state in which they wish to teach. In addition to those steps listed above, most states require individuals seeking teaching certification to have completed at least one year of student teaching or supervised field experience prior to obtaining licensure. This requirement enables potential teachers to gain hands-on experiences related to their chosen profession under the guidance of experienced mentors in classroom settings before embarking on full-time teaching careers. To summarize, prospective teachers are required to pass state exams, fulfill general educational requirements set forth by the state board of education, and obtain some form of pre-service or field experience prior to receiving licensure for teaching positions. These policies ensure that only qualified instructors enter the school system who understand their respective fields and can provide quality instruction for students in areas such as math, science, language arts, etc. Understanding Teacher Certification Tests Licensure is only the first step in a teacher’s career. Understanding certification tests and their importance to teaching success is key as these exams are required for attaining licensure. It is therefore important that teachers have an understanding of what they need to know so they can pass the exam, as well as how to prepare and study effectively for it. Certification tests vary by state but should generally cover topics such as knowledge of educational theory, instructional strategies, classroom management basics, special education requirements and assessment practices. The content tested on the test reflects the standards set forth in each state’s professional regulations for educators. Knowing which topics will be covered ahead of time allows teachers to focus their studying accordingly and build confidence before taking the test. Preparing for certification tests also involves familiarizing oneself with different types of questions that may appear on the exam, such as multiple choice or written response questions. Additionally, many states provide practice exams or other resources that help prospective candidates understand what type of material will be included on the official test day. By utilizing all available resources beforehand, teachers can get a better idea of what they need to expect when they sit down to take their licensing examination. Salary Expectations Of Teachers The vocation of teaching demands commitment and diligence. In order for pupils to achieve their greatest potential, instructors must not only be informed and enthusiastic about the things they teach but also have the capacity to inspire others. This career path demands various qualifications, such as a valid teaching certificate or license and an advanced degree in education. Furthermore, there are certain expectations when it comes to salary. Generally speaking, newly-hired teachers can expect salaries on the lower end of the spectrum. However, with experience and added credentials, these amounts will increase over time. In addition, some states offer higher compensation based on cost of living differences between metropolitan areas and rural regions. Likewise, public school districts may have varying base wages depending on location; urban schools tend to pay more than those located in smaller towns or suburbs due to budget restrictions. Aside from general wage increases through promotions or years of service, many institutions provide bonuses for special achievements like student success or teacher recognition awards. It’s important for educators considering this profession to research what type of financial incentives each organization offers prior to accepting a position so they know exactly what kind of remuneration they’ll receive for their efforts. Finding The Right Teaching Position Although it might be difficult, there are actions you can do to improve your chances of finding the ideal teaching position. To start, it is important to understand what qualifications and expectations employers have for teachers in the modern era. Here’s a quick checklist: - Possess at least a Bachelor’s Degree in Education or related field - Have experience working with children of various ages - Be knowledgeable about classroom management strategies - Demonstrate excellent verbal and written communication skills - Showcase strong organizational abilities Once potential job requirements are understood, researching open positions is essential. It is also beneficial to network with other educators and create relationships within the community; this not only increases an applicant’s visibility but may lead to job opportunities as well. Additionally, many schools post openings on their websites so it pays off to stay abreast of any changes or new postings. Finally, when applying for jobs, make sure all materials submitted accurately reflect your strengths and skillset so that prospective employers get a clear picture of why you would be a great fit for their team. With preparation and due diligence, finding the perfect teaching position will become much easier! Effective Job Search Strategies Having identified the right teaching position for you, the next step is to make sure you have the best job search strategies in place. A successful job search requires taking some time to plan and prepare. It’s important that your resume reflects all of your qualifications and experiences as a teacher accurately and effectively. Additionally, it’s essential to research potential employers before applying, so that you can tailor your application accordingly. Networking is also an integral part of any successful job search. Reach out to other teachers in your field or industry contacts who might be able to offer advice on how to approach a particular employer or help recommend you for open positions. Furthermore, if there are conferences or meetings relevant to teaching available in your area, attending those events could provide valuable connections with people who may know about potential openings. When you’re ready to apply for jobs, consider setting up alerts from sites like Indeed anytime something related to teaching pops up in your area. This will give you access to new opportunities sooner rather than later and ensure that no opportunity goes unnoticed. With these job search strategies at hand, you’ll be well-equipped for finding the perfect teaching role! Understanding The Interview Process Navigating the interview process can be intimidating, but with a few tips and tricks, you’ll sail through it like a pro. - First of all, familiarize yourself with the job requirements – what skills are needed for this position? Having an understanding of these will help you to answer questions confidently during the actual interview. - Secondly, practice your answers out loud so that you know exactly how you want to present yourself when the time comes. - Finally, keep in mind that knowing who you’re interviewing with is key; research about the school or district before arriving at the meeting. This way, you can provide specific examples of why your experiences make you uniquely qualified for this role. With preparation and knowledge under your belt, go into the interview feeling confident and ready to show your best self! Preparing For A Successful Career As A Teacher Make sure you have the necessary training and experience if you’re thinking about becoming a teacher. Having an appropriate degree or qualification in teaching can be beneficial when looking for positions at schools, colleges or universities. It is also recommended to gain some experience with mentoring young people or working with children before applying for teaching roles. Having knowledge of current trends in the education sector is essential for successful teachers. This means staying up-to-date with changes to the curriculum, educational reforms and developments in technology which could benefit students’ learning experiences. Additionally, strong interpersonal skills are necessary for effectively managing relationships between parents and other staff members; this involves good communication and problem solving abilities. At all stages of your teaching career, professional development opportunities should be sought out wherever possible. Regularly attending courses, seminars and conferences related to teaching will help keep abreast of new methods and techniques being used in classrooms and enable you to stay ahead of the curve when it comes to best practices. Taking on additional responsibilities such as leading extra-curricular activities can also offer invaluable insight into how different age groups learn while furthering your own personal growth as an educator. Finding a teaching job can be challenging, but with the right strategy and research it is achievable. It’s important to understand the salary expectations for beginning teachers as well as any non-traditional opportunities that may exist. Becoming certified typically takes anywhere from six months to two years depending on your program of choice, and there are online programs available if you need more flexibility. Ultimately, becoming a teacher requires dedication and hard work but it can be an incredibly rewarding career path. With the proper preparation you’ll be ready to make a difference in students’ lives!

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Professional Learning That Impacts the Classroom As one of my principal colleagues says “I love July!” For school building leaders, the pressure has alleviated, a carefree vacation can be taken, and all of those ideas for creating a more dynamic and promising school year can be given the attention they deserve. It is during this time that principals often consider their year-long professional learning aspirations for teachers. Then August arrives. Teachers and parents re-engage, schedules need fine-tuning, new hires need attention, and building readiness takes precedence for another grand opening. The daily demanding life of a principal begins its uphill journey. So what can a busy principal do to ensure that those ambitious PD ideas come to fruition during the all-consuming school year? How can a professional learning plan that has a direct and relevant impact in the classroom be realized and sustained? Here are three manageable steps. Professional Learning Step #1: Set Realistic PD Goals Districts tend to help their schools progress through research-supported, long-term initiatives aligned to their students’ needs. These befittingly tend to be imposing, which can be overwhelming for the busy principal especially as they have to quickly figure out how to develop an aligned professional learning plan for teachers. The question becomes, “What can teachers realistically do with the resources and time provided during PD?” The first step is to set pragmatic goals. For example, your district’s initiative might ask you to employ the principles of differentiated instruction to meet the varying needs of individual students. You might only have one consultant-led professional learning day with 3 hours of follow up PD time. The busy principal asks “What specific goal can I reasonably set for teachers that will improve their pedagogy?” In our example, the goal might be for collaborative teacher teams to examine and utilize just one differentiated learning strategy. This easy to use S.M.A.R.T. goal development template from Santa Clara University can help a school’s leadership team take the first step. Professional Learning Step #2: Design & Implement Product-Driven PD Sessions Teachers need to gain new pedagogical knowledge and understanding during professional learning but even in adult learning, these concepts need to be applied for it to have meaning. This is why the next step for the busy principal is to design and implement product-driven PD sessions aligned to the attainable goals set in step 1. So what are these products? In our example, teachers would take their new knowledge and understanding on differentiated learning strategies and create a relevant learning activity that could be immediately used with students in the classroom. Ideally, these PD sessions would be done in collaborative teams with teachers choosing which principle of differentiated instruction to apply. This is also a good time to promote trusted teacher leaders as facilitators of the work. Teachers will be highly engaged in this type of professional learning because they will have choice and ownership over their own learning and the products they create. Elena Aguilar discusses this and more in her article “10 Tips for Delivering Awesome Professional Development”. Professional Learning Step #3: Let Teachers Evaluate Each Other’s Work The next set of questions for the busy principal is “How do we know if the teachers’ products were impactful? What data should I look at? Where will I find the time to evaluate this?” Firstly, teachers can help each other evaluate the effectiveness of these applications. Principals can structure these by embedding consultancy and critical friend protocols into timely follow-up PD sessions. It is also important that these protocols stress reflection and revision. Remember, if teachers find a strategy effective, they will use it over and over again. This is the pedagogical change that will have a positive and sustaining impact in the classroom. Secondly, in the short-term, any quantitative data collected is at best anecdotal. This type of data needs to be collected long-term and in greater quantities for it to have meaning. Instead, have confidence in the teachers’ ability to evaluate more qualitatively especially since they know their students and understand lesson design. Lastly, principals must embed themselves in some aspect of the professional learning evaluation. Collaborating with one team during the PD and providing written feedback to one other team will go a long way. Teachers know their principals are busy but they want to know you value their endeavors as they strive to support building goals and district initiatives. More protocols for collaborative work and feedback can be found on The National School Reform Faculty website. A busy principal can easily be inundated by the continuous flow of literature on how to develop an effective professional learning plan for teachers. These three steps can make the process feasible without compromising its effectiveness. Principals can then put more of their attention on other important elements for leading a school.

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About this EventAdd to calendar Presented by Jessica Alexander, PhD · Apply the backwards design framework to identify key goals for their class sessions/activities · Revise learning objectives to be clear, measurable, and student-centered based on those goals · Draft a mini-curricular map that aligns session-level learning objectives with course-level objectives My students don’t know what to study. There’s so much content to cover. I’m not sure exactly how my session fits into the overall curriculum. If you’ve had these thoughts, then we invite you to join this three-part workshop series which will introduce you to the principles of backwards design and writing learning outcomes. These two evidence-based practices will enable you to prioritize learning objectives, streamline your content, and guide students throughout the learning process. Additionally, this series will provide an opportunity for you to collaborate with colleagues as we prepare for the elimination of the RAT objectives in Fall. At the end of the series, you will have identified key goals/outcomes, written or revised your session-level outcomes based on those goals, and aligned your session-level outcomes to the course-level outcomes. Attend the series to get a jumpstart on your session planning for next year! If you’re unable to make the sessions, they will be recorded and available for later viewing. Session 1 (1/23/24): Backwards Design at the Session Level Using backwards design to plan learning experiences clarifies what you want your students to know and be able to do, leading to alignment in the curriculum and improved student success. In this session, you will be introduced to the backwards design framework, including its many benefits. You will also apply the first steps of this framework to identify and prioritize the key goals for your class sessions, which will be used to craft learning objectives. Session 2 (2/13/24): Using Bloom’s Taxonomy to Write Learning Objectives Crafting well-defined learning objectives is beneficial for providing a roadmap to guide students throughout your sessions and activities. During this interactive session, you will be introduced to Bloom’s taxonomy, a framework for categorizing levels of learning, and best practices for writing effective learning objectives. You will also use those best practices to revise or draft session-level objectives and receive peer feedback from colleagues. These objectives will be used in the final workshop of this series to create a mini-curriculum map of your session-level objectives and course objectives. Bring your key goals from Session 1 to revise and draft your learning objectives! Session 3 (2/27/24): Creating your Mini-Curriculum Map Understanding how your class sessions and activities fit into the broader curriculum is critical for delivering learning experiences that are meaningful and relevant for students. A curriculum map is a visual tool that provides an overview of how your session-level objectives align with course objectives. In this session, you will be introduced to tools for drafting curriculum maps and use those tools to draft a mini-map of your session-level objectives and course objectives. You'll also have the opportunity to review and learn from your peers' maps, fostering a deeper understanding of the curriculum. 0 people are interested in this event

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It has become commonplace to refer to young people as “digital natives” because of their apparent fluency with technology, but are they really fluent? Most kids are comfortable texting, playing online games, and Googling things, but does that really make them fluent with new technologies? Doesn’t digital fluency really require more than just the ability to interact with electronics like computers, phones, and tablets? Being able to consume digital media without being able to create it is kind of like being able to read without knowing how to write. You’re really only half way there. To get the rest of the way, you need to be “writing” (literally and figuratively). You need to be creating. You need to learn some type of programming. Yesterday at the Innovation NWLA Showcase, we heard many local employers (not to mention Vince Voci from the U.S. Chamber of Commerce) talk about the need for technologists in the job market. Obviously we’re not expecting for a 8 or 9 year old to know what they want to be when they grow up based on a SCRATCH class, but we absolutely want them to be inspired to think about their future because of it. That’s why the many excellent classes available in our community are working to introduce programming to younger kids, and why we have formed a partnership between Oremi Technologies and Solutions and CoHab to introduce the group “The Family That Codes Together…” and launch our first class, “Coding Together in SCRATCH.” Every “The Family That Codes Together” class is a unique learning opportunity for not just children but also an adult learning partner (parents, siblings, grandparents, mentors, etc… over the age of 18) to learn the principles of coding together using The Massachusetts Institute for Technology Media Lab's platform, SCRATCH. Ideal for ages 8 - 12, Scratch is a drag-and-drop programming platform that lets you create your own interactive stories, games, and animations — and share your creations with others in the online community. It lets you learn the principles of coding (not to mention critical thinking, problem-solving, persistence, processing skills, and so many broadly-applicable skills) in a fun, creative, and easy to master environment. If you've ever been interested in programming, if your child has ever shown interest in making their own animations or games, if you've ever felt intimidated because when your child has questions about what they're learning, you won't know how to help, THIS is the course for you and your child. Our class will meet on Saturdays from 3:30 p.m. - 5 p.m. at Cohab in Shreveport's Red River District (right across from the new Shreveport Aquarium) for five sessions. We will meet every Saturday EXCEPT Saturday, Nov. 25th. Our last day of class, December 16th, we’ll have a full family show and tell, AND a holiday party! Please note EVERY CHILD MUST HAVE A GUARDIAN (over the age of 18) PARTICIPATING IN THE CLASS WITH THEM (that’s the fun part of our class, making these animations and games together). Families with multiple children may register up to two children for every guardian (i.e. you can have one parent with two siblings participating). Sibling discounts are available. Half and full scholarships are also available. If you are interested in a scholarship, please use the scholarship registration above and we will send you an application or you can visit our Facebook event to apply. You may see your child learning to code as a path to a great career, or you might believe learning to code is the new literacy, or you might just see it as a way to help your kid get as much out of her mobile device as he’s putting in with his attention. At the end of the day, it may be and do all of those things, but we’ll promise you one thing for sure, it will be a LOT OF FUN and great quality time you can spend together. Ebony Mitchel is the CEO of Oremi Technologies and Solutions, a startup company being guided by CoHab in the Shreveport-Bossier area. Ebony Mitchell has an Computer Science and Mathematics degree from Southern University in Shreveport and a passion for supporting STEM programs in the community.

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Individual Case Analysis Specifically, you are required to select a country of your choice (not your home country), review the country’s political economy (political, economic and legal systems) from a reputable data source such as the CIA Wold Factbook ) and critically discuss the country’s attractiveness or otherwise for foreign direct investment. Learning Objectives – This assignment requires you to explore and evaluate the costs and benefits of FDI with respect to your selected country in particular and host economies in general. It therefore, fulfils broad learning objectives related to this course. However, the primary learning objective of this assessment task is to appreciate the macro-economic causes of growth in an economy and the subsequent and/or consequential influence on FDI. Through an analysis of the political economy in this context, this assessment is also designed to evaluate your ability to apply your understanding of the political economy and country attractiveness for investment. Advice – Remember that the political economy stresses that the political, economic and legal systems of a country are interdependent; they interact and influence each other, and in doing so they affect the level of economic well-being. The study of the political economy stresses the combined effect of factors in assessing the economic well being of a country and subsequently that country’s attractiveness as a destination for foreign direct investment. In light of this, it is expected (and even encouraged) that you will overlap and integrate your discussion around the different components of political economy (e.g. the connection between political decisions and economic management being the most obvious overlap. You will find that the following reading (located in Short Loans Online) is an excellent initial source of information on the political economy: Hill, C. (2007) International Business: Competing in the Global Marketplace 6/e. McGraw-Hill Irwin, New York, Chapter 2 (National Differences in Political Economy).

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Planning and Assessment is key to achieving overall educational objectives. Planning initially begin with an assessment of student learning capacity from a teachers perspective as to what they aim to learn, understand and their favourite approach to learning. Assessment leads to a logical conclusion for a planned learning goal and offer an objective result for these efforts/exercise. Therefore, a teacher needs to be extremely careful and sensitive towards the impact of their subject planning and assessment over student learnings. The main aim of this course is to describe the various stages of planning and assessment which can be adopted to achieve perfect learning objectives from the perspective of a student and teacher alike. The main modes of learning in this course include in-class presentation, case study analysis, group discussion, peer learning and group presentation. Also, participants will be encouraged to prepare a mock educational project applying learned planning and assessment skills and knowledge. After successful completion of this course programme, participants will be able to: - Apply knowledge to plan, prepare and assess course material for classroom teaching keeping student learning objectives in perspective. - Recognize need for understanding and analyzing students learning, thinking and content preference while planning and assessing a subject. - Appreciate the need for realizing importance of teaching and learning activities over students overall learning goals. - Analyze different assessment and evaluation methods available such as Student evaluation, Self evaluation and Colleague evaluation. This course is aimed at educational institutions principals, administrators, board members, senior teaching staff, departmental heads and general academics. Also, this training program can help educational professionals and general industry experts to evolve into a teaching role who are aiming to progress in their educational management roles. This course will be covered in the following 5 key learning modules of Planning and Assessment. - Understanding keywords - Student learning - Teaching approach - Preparation and Planning - Develop course aims and objectives. - Overall objectives of subject. - Subject objectives and student educational aims. - Define and plan teaching, learning and assessment – Achieving students learning aims. - Student Learning - Course context – How does it fit into a students learning context. - Knowledge context. - Course content – Does it fit with subject guidelines/handbook? - Course length – Need to be realistic, engaging and within approved length. - Learning about treatment, discussion, explanation and teaching method of course. - Explore course aspects wherein students can have flexibility or choice. - Method of course delivery. - Develop teaching method based on; - Evaluate different assessment methods (Self, Student or Colleague evaluation). - Consider impact of assessment on students learning. - Allow student to show subject understanding instead of memorized sentences. - Meaningful feedback and tips for future improvement. - Allow peer or self assessment to encourage critical thinking. EUPlatform reserves the right to alter dates, content, venue and trainer. Per Participant: £3860 Student Rate: £2895 Discount for group of 5 or more Discount Plan and Refund: Policies and Discounts Group and Corporate Discounts: We offer group and corporate discounts on many courses. These discounts are available for clients who want to maximize their return on investment. Contact us for more Information We offer individual discounts on many courses for people who are self-sponsored and make their payment in full and upfront at the time of registration. Contact us for more information. For companies that want to maximize the return on their investment in training: Register 5 participants on the same course and dates and pay only for 4. Nominations to our public courses are to be processed by the client’s HR/Training department except for self-nominations which are to be paid in advance using the “payment by self” option on the online registration form. A refund will be issued back to the client in the event of course cancellation or seat unavailability. Registration confirmation is subject to Platform’s review of registration request and seat availability. If a confirmed registration is cancelled less than 5 calendar days prior to the course start date, a substitute participant may be nominated to attend the same course, or a 20% cancellation charge is applied. Feedback and Complaints EU Platform actively believes in continuous improvement. To this effect, EU Platform welcomes feedback related to its people, products or processes. If you have comments and/or suggestions which will ultimately help us improve in any way, please write to us on fe******@eu********.org and we commit to respond to you within 2 business days – at the most. - Lectures 0 - Quizzes 0 - Duration 1 week - Skill level All levels - Students 0 - Assessments Yes

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Reflective practice its roots in adult learning theory (Kolb 1984) and reflective thought (Dewey 1933). Reflective thoughts have many forms it can be about collecting information and analysing it, organising ideas and carrying them out. It can be about observation, looking for patterns and connections piecing things together to form a complete picture. It can be innovative or intuitive. Put simply it is about paying attention and having ideas. It is all about curiosity and there are many models of reflective practice around to give the curious interpreter a starting point. (see for example Gibbs 1998, Johns 1995, Schön 1978). Brushing up on your reflective skills can be really useful as an interpreter and putting to use just some of the skills above can really improve your knowledge. But is reflective practice enough to improve actual interpreter practice? We have just had a magnificent summer of sport in the UK with many great athletes winning gold. Athletes train for years and years before they win competitions and they are not alone. Musicians also need ten years of training before they win competitions (Ericsson et al 2007) does their approach to becoming an expert have anything to teach interpreters? - A question for another day.

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Choosing the right technological tools for your school is a vital step in ensuring the effective use of ICT in Education. This section gives information about technologies that can be used in education and about challenges in using ICT in Education. The term, information and communication technologies (ICT), refers to forms of technology that are used to transmit, store, create, display, share or exchange information by electronic means. This broad definition of ICT includes such technologies as radio, television, video, DVD, telephone (both fixed line and mobile phones), satellite systems, computer and network hardware and software; as well as the equipment and services associated with these technologies, such as video conferencing, e-mail and blogs. Realising educational objectives of the ‘information age’ require integrating modern forms of information and communication technologies (ICT) into education. To do this effectively, education planners, principals, teachers, and technology specialists must make many decisions in the areas of—technical, training, financial, pedagogical and infrastructure requirements. For many, this is a complex task similar to not just learning a new language, but learning how to teach in a new language. This section looks at the tools themselves, from the satellites that link nations, to the machines that students work on in the classroom. It is intended to help educators; policy makers, planners, curriculum developers and others find their way through the often confusing maze of ICT tools, terms and systems. Broadly speaking, educators, policy makers and researchers all seem to agree on the potential of ICT to have a significant and positive impact on education. What is still being debated, however, is the precise role ICT should play in education reform and how best to ensure that potential is fulfilled. This section contains articles, reports and links to online journals and websites which explore the ways ICT has impacted on education, and in what direction technology in schools should be heading. (This section also provides articles describing the benefits that can be derived from the use of ICT in education. In addition, articles and case studies are provided which offer guidelines for integrating ICT into educational programmes, including issues to be considered, lessons learned and common mistakes to be avoided). Stories of exploration, success and failure are drawn from all over the world—to demonstrate policies, strategies and practical measures in the use of technologies. Topics will include, individually or combined on the following: Review of what is available in the different areas of technology for learning: A glimpse into the future of technologies to excite the imagination of practitioners and decision makers and assist them in planning for the future, not only on the basis of what is available but also what is coming. Radio and television Radio and television have been used in education since the early 20th century. These forms of ICT have been used in three main ways: 1. Direct class teaching, including interactive radio instruction (IRI) and televised lessons. 2. School broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available. 3. General educational programming which provide general and informal educational opportunities. IRI consists of broadcasting lessons to classrooms on a daily basis. The radio lessons, on particular topics and aimed at specific levels, at particular levels, provide regular, structured assistance to teachers and serve to improve the quality of teaching and enhance learning. IRI also serves to expand access to education, by bringing ready-made lessons to remote schools and learning centres which have few resources and teachers. Studies suggest that IRI projects have had a positive impact on both access to and quality of formal and non-formal education. It is also a cost-effective means of delivering educational content to a large number of people. Televised lessons can be used to supplement other course material or can be stand-alone lessons. Such lessons have progressed over the years from simply being television programmes showing teachers talking, to being more engaging, interactive programmes which incorporate issues relevant to the learners. Educational television programmes are often accompanied by printed materials and other resources to enhance learning and interaction. Educational broadcasting is widespread in the Asia-Pacific region. In India, for example, the Indira Gandhi National Open University (IGNOU) broadcasts television and video-conferences courses. Aside from being used for broadcasting specific lessons, radio and television can also be used to broadcast general educational programmes. Basically, any radio or television programme with educational value can be considered a ‘general educational programme.’ One example is ‘Sesame Street’ an educational television programme for children from the United States. Another example is the ‘Farm Radio Forum’, a Canadian educational radio discussion forum. Using Radio and TV broadcasting for Education Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in education: The most notable and best documented example of the direct class teaching approach is IRI. This consists of ‘ready-made 20–30 minute direct teaching and learning exercises to the classroom on a daily basis. The radio lessons, developed around specific learning objectives at particular levels of mathematics, science, health and languages in national and state curricula are intended to improve the quality of classroom teaching and to act as a regular, structured aid to poorly trained classroom teachers in under-resourced schools.’ IRI projects have been implemented in India and other South Asian countries. In Asia, IRI was first implemented in Thailand in 1980; Indonesia, Pakistan, Bangladesh and Nepal rolled out their own IRI projects in the 1990s. What differentiates IRI from most other distance education programs is that its primary objective is to raise the quality of learning—and not merely to expand educational access—and it has had much success in both formal and non-formal settings. Extensive research around the world has shown that many IRI projects have had a positive impact on learning outcomes and on educational equity. And with its economies of scale, it has proven to be a cost-effective strategy relative to other interventions. Centrally produced television programmes are beamed via satellite throughout the country on a scheduled time to schools, covering the same secondary curriculum as that offered in ordinary schools. Each hour focuses on a different subject and teacher-led activities. Students are exposed to a variety of teachers on television but have one home teacher at the school for all disciplines in each grade. The design of the programme has undergone many changes through the years, shifting from a ‘talking heads’ approach to more interactive and dynamic programming that ‘link[s] the community to the programme around the teaching method. The strategy meant combining community issues into the programmes, offering children an integrated education, involving the community at large in the organisation and management of the school and stimulating students to carry out community activities.’ Assessments of television programmes have been encouraging: drop out rates are slightly better than those of general secondary schools and significantly better than in technical schools. In Asia, the 44 radio and TV universities in China (including the China Central Radio and Television University), Universitas Terbuka in Indonesia, and IGNOU have made extensive use of radio and television, both for direct class teaching and for school broadcasting, to reach more of their respective large populations. For these institutions, broadcasts are often accompanied by printed materials and audio cassettes. Japan’s University of the Air was broadcasting 160 television and 160 radio courses in 2000. Each course consists of 15–45-minute lectures broadcast nationwide once a week for 15 weeks. Courses are aired over University-owned stations from 6 am. to 12 noon. Students are also given supplemental print materials, face-to-face instruction, and online tutorials. Often deployed with print materials, cassettes and CD-ROMs, school broadcasting, like direct class teaching, is geared to national curricula and developed for a range of subject areas. But unlike direct class instruction, school broadcasting is not intended to substitute for the teacher but merely as an enrichment of traditional classroom instruction. School broadcasting is more flexible than IRI since teachers decide how they will integrate the broadcast materials into their classes. Large broadcasting corporations that provide school broadcasts include the British Broadcasting Corporation Education Radio TV in the United Kingdom and the NHK Japanese Broadcasting Station. In developing countries, school broadcasts are often a result of a partnership between the Ministry of Education and the Ministry of Information. General educational programming consists of a broad range of programme types—news programmes, documentary programmes, quiz shows, educational cartoons, etc.—that afford non-formal educational opportunities for all types of learners. In a sense, any radio or TV programming with informational and educational value can be considered under this type. Some notable examples that have a global reach are the United States-based television show Sesame Street, the all-information television channels National Geographic and Discovery, and the radio programme Voice of America. The Farm Radio Forum, which began in Canada in the 1940s and which has since served as a model for radio discussion programmes worldwide, is another example of non-formal educational programming. Research has shown that the appropriate use of ICTs can catalyse the paradigmatic shift in both content and pedagogy that is at the heart of education reform in the 21st century. If designed and implemented properly, ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning. When used appropriately, ICTs—especially computers and Internet technologies—enable new ways of teaching and learning rather than simply allow teachers and students to do what they have done before in a better way. These new ways of teaching and learning are underpinned by constructivist theories of learning and constitute a shift from a teacher-centred pedagogy—in its worst form characterised by memorisation and rote learning—to one that is learner-centred. • Active learning. ICT-enhanced learning mobilises tools for examination, calculation and analysis of information, thus providing a platform for student inquiry, analysis and construction of new information. Learners therefore learn as they do and, whenever appropriate, work on real-life problems in-depth, making learning less abstract and more relevant to the learner’s life situation. In this way, and in contrast to memorisation-based or rote learning, ICT-enhanced learning promotes increased learner engagement. ICT-enhanced learning is also ‘just-in-time’ learning in which learners can choose what to learn when they need to learn it. • Collaborative learning. ICT-supported learning encourages interaction and cooperation among students, teachers, and experts regardless of where they are. Apart from modelling real-world interactions, ICT-supported learning provides learners the opportunity to work with people from different cultures, thereby helping to enhance learners’ teaming and communicative skills as well as their global awareness. It models learning done throughout the learner’s lifetime by expanding the learning space to include not just peers but also mentors and experts from different fields. The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way. It is difficult to quantify the degree to which ICTs have helped expand access to basic education since most of the interventions for this purpose have been small-scale and under-reported., while at the primary level there is little evidence that ICT-based models have thrived. In higher education and adult training, there is some evidence that educational opportunities are being opened to individuals and groups who are constrained from attending traditional universities. Each of the 11 so-called mega-universities, the biggest and most well-established open and distance institutions in the world (which include the Open University of the United Kingdom, the IGNOU of India, the China TV University System, the Universitas Terbuka of Indonesia, and the University of South Africa, among others) has an annual enrollment of more than 100,000, and together they serve approximately 2.8 million. Compare that with the 14 million combined enrollment of the 3,500 colleges and universities in the United States. The impact of educational radio and television broadcasts on the quality of basic education remains an under-researched area, but what little research there is suggests that these interventions are as effective as traditional classroom instruction. Of the many educational broadcast projects, the IRI project has been the most comprehensively analysed. Findings provide strong evidence of the project’s effectiveness in raising the quality of education as demonstrated by increased scores on standardised tests as well as improved attendance. In contrast, assessments of the use of computers, the Internet and related technologies for distance learning have been equivocal. Russell, in his comprehensive review of research, claims that there is ‘no significant difference’ between the test scores of learners taking ICT-based distance learning courses and those receiving face-to-face instruction. However, others claim that such generalisations are in conclusive; pointing out that the large number of articles on ICT-based distance learning does not include original experimental research or case studies. Other critics argue that drop out rates are much higher when instruction is delivered at a distance via ICTs. There have also been many studies that seem to support the claim that the use of computers enhances and amplifies existing curricula, as measured through standardised testing. Specifically, research shows that the use of computers as tutors, for drill and practice, and for instructional delivery, combined with traditional instruction, results in increases in learning in the traditional curriculum and basic skills areas, as well as higher test scores in some subjects compared to traditional instruction alone. Students also learn more quickly, demonstrate greater retention, and are better motivated to learn when they work with computers. But there are those who claim that these represent modest gains and, in any case, many of the researches on which these claims are based are methodologically flawed. Research likewise suggests that the use of computers, the Internet, and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. But these studies are criticised for being mostly exploratory and descriptive in nature and lacking in empirical rigour. There is as yet no strong evidence that this new learning environment fosters improved learning outcomes. What does exist are qualitative data based on observations and analysis of student and teacher perceptions that suggest a positive impact on learning. One of the most critical problems in trying to assess the effectiveness of computers and the Internet as transformational tools is that standardised tests cannot capture the kinds of benefits that are expected to be gained in a learner-centered environment. Moreover, since technology use is fully integrated into the larger learning system, it is very difficult to isolate the technology variable and determine whether any observed gains are due to technology use or to some other factor or combination of factors. Source: Portal Content team Last Modified : 3/2/2020 This topic provides about *99# Service- Innovative... This topic provides information about Zero tillage... This topic covers information related to Acute res... This topic provides information related to steps t...

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A journey in online course development Tracking emissions is a key foundation to implementing effective climate action. Governments must be equipped to understand the process of emissions tracking in order to prioritise their climate actions and enhance the design of their emissions reduction strategies. In partnership with the Climate Footprint Project, the Greenhouse Gas Management Institute (GHGMI) developed an online interactive course to support subnational governments in developing and mainstreaming their greenhouse gas (GHG) emissions tracking capacity. At GHGMI, we strive to unlock professional development in greenhouse gas (GHG) management for anyone, anywhere. Part of this unlocking is teaching individuals not only the information needed to conduct GHG management activities but, at the same time, equipping learners with the skills to apply this information. GHG management professionals working within subnational government are often faced with a myriad of GHG accounting tasks. While there are a multitude of GHG accounting frameworks that professionals work within, these frameworks are usually categorized as either being attributional or consequential. Attributional methods are appropriate for allocating ‘carbon budgets’ to entities and generally provide clear rules for identifying a specific set of sources and sinks and allocating ‘ownership’ or ‘responsibility’ to different entities. Consequential methods do not define a scope of responsibility concerning an entity in this way, as they are instead concerned with the impacts of specific decisions or interventions. Most professionals become competent in practicing within one framework type. For example, a carbon offset project developer would train in the methods and programs of consequential accounting. However, this is not the case for a practitioner working at a subnational government. In many cases, these practitioners may be responsible for managing within both of these framework types. For example, providing data to a national GHG inventory compiler, reporting subnational GHG inventory trends to a provincial program, and implementing a subsidy policy to reduce industry-wide emissions. This is no small task and increases the number of core competencies the professional needs to have. Subnational governments also vary extensively in their structures and their country contexts. This means that the experience of applying an accounting framework in one state or region may vary considerably from another state or region. So, how do you develop a course for this magnitude of variation that still meets the needs of an individual trainee? At the most basic level, the solution we applied to this training challenge was two-fold: - Developing a delivery approach tailored to the target learner through a process called ‘learner characterization’. - Building a curriculum based upon the methods and practices behind adult learning (andragogy). At the outset of course design, two days were spent describing and elaborating the intended “course participant profile” to guide the development of the curriculum. In the case of the Climate Footprint Project, this involved characterizing professionals in the first four project implementation states – Baja California (USA), Jalisco (Mexico), Yucatán (Mexico), and Pernambuco (Brazil) – to develop a clearer picture of the “typical” learner-profile in the course. Traits such as educational background, employment, career achievement, entry point(s) to GHG management, language fluencies, IT access, demographics, and previous training of the target learner group were considered. It was envisioned that the target learner would be government staff balancing the training alongside their existing professional commitments. For this reason, being able to log in to an online course and proceed with coursework anytime, anywhere was an important feature. The curriculum also needed to be developed in the prominent languages used within the project states – Spanish, English, and Brazilian Portuguese. Applying the principles of andragogy The course curriculum considered what learners needed to know, what their readiness and problem-orientations were, and what their likely intrinsic motivation was for taking the course. Andragogy in its simplest definition encompasses the methods and practices for teaching adult learners. Developing a curriculum that can appeal to adult learners must go beyond just presenting the information. We have all attended an informational webinar, in which we find ourselves asking halfway through, “Why am I here?”. For professional training to be a success, especially when delivered online, the curriculum needs to teach not only the information but also explain the “why” behind each piece of information. Equally important is to have this rationale presented in a structure that aligns with the target learner characteristics as defined during the learner characterization process. The application of these principles started by defining the meta-learning objectives for the entire course and then defining a sub-set of learning objectives for each individual lesson. This ensured that the content of the curriculum was developed around what the learners needed to know following completion of the course. Adults learn through doing, even if they make mistakes. So, interactive elements were developed to complement the learning objectives and allow for “making mistakes”, e.g. knowledge checks with answers provided upon submitting responses. The curriculum topics were organized in a way that learners would likely encounter them in the real world. Specifically, aligning with how subnational government professionals would need to make climate or GHG management decisions within one or more GHG accounting frameworks. This sequencing of content is important to make the training more intuitive and of immediate use for the target learner group. Mock case study exercises were also included at the end of key lessons, to provide continuity of real-world applied concepts from one lesson to the next. Finally, the target learner’s likely intrinsic motivation was aligned with external motivational drivers – an element that we consider to be one of the most distinguishing attributes of a capacity development training that is successful and gets used. For this course, drivers were created within the delivery approach. These implementation activities were planned during course development and executed after course completion. These external drivers included an intentional application and training period, imposing course completion deadlines, encouraging peer-to-peer networking through online forums, and issuing certificates or credentialing for those that achieved success. “I recommend this course to anyone who is a beginner in the development of a GHG inventory for a Subnational. The course has helped me to better understand the entire process of an inventory development, the importance of ensuring good quality data, plugging data gaps and doing the estimations. I am now confident in the work that I do and will now contribute better in my team.” – Course Certificate Recipient The course has enrolled 50 learners thus far, from 27 state and regional governments across Brazil, Colombia, India, Indonesia, Mexico, Peru, and South Africa. As the Climate Footprint Project continues to move the needle across subnational climate action, this online course will be a relied-upon resource for training. Interested in learning more about this course? Basics of Subnational GHG Accounting is open for enrollment. And, stay tuned for the next Climate Footprint Project/Under2 Coalition training period, the nomination and application process will begin in Fall 2021. A version of this blog has been posted with permission on The Climate Group website: https://www.theclimategroup.org/news/online-course-development-climate-footprint-project

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In the dynamic realm of education, technology is a transformative force, reshaping conventional teaching methods. A strategy gaining momentum is blended learning — a seamless fusion of in-person teaching and online resources. In this article, we delve into empowering educators with effective strategies for implementing blended learning, ushering in an era of enriched educational experiences. Explore more about innovative educational approaches at the World Scholarship Center, particularly in the realm of Blended Learning. Understanding Blended Learning: A Paradigm Shift in Education Blended learning is not just a trend; it’s a pedagogical shift that acknowledges the diverse needs of students and leverages technology to enhance learning outcomes. By combining face-to-face instruction with online elements, educators can create a dynamic and personalized learning environment. Tailoring Content to Individual Learning Styles One of the key strategies in effective blended learning implementation is recognizing and accommodating diverse learning styles. Educators should leverage technology to provide a variety of content formats, including videos, interactive simulations, and written materials. This approach ensures that students with different preferences and strengths can engage with the material in a way that suits them best. Seamless Integration of Technology For blended learning to succeed, technology must seamlessly integrate into the curriculum. This involves selecting appropriate tools and platforms that enhance the learning experience without causing disruptions. Whether it’s a learning management system (LMS), interactive whiteboards, or educational apps, the chosen technology should align with the educational goals and be user-friendly for both educators and students. Establishing Clear Learning Objectives Clarity is key when implementing blended learning. Educators must establish clear learning objectives for each lesson or module, outlining what students should know or be able to do by the end. Transparent objectives not only guide students but also help educators measure the effectiveness of the blended learning approach. Encouraging Active Participation Blended learning should not be a passive experience. Educators can empower students by incorporating interactive elements into online modules, encouraging discussions, and creating collaborative projects. These activities foster a sense of community and engagement, making the learning process more enjoyable and effective. Providing Ongoing Professional Development Empowering educators in blended learning goes hand in hand with ongoing professional development. Schools should invest in training programs that equip teachers with the skills and knowledge needed to navigate the digital landscape effectively. This could include workshops on using specific tools, understanding data analytics, and adapting teaching methods to suit online and in-person environments. Leveraging Data for Informed Decision-Making Blended learning generates a wealth of data that can be invaluable for educators. By analyzing student performance, engagement metrics, and other data points, teachers can make informed decisions about adjusting their instructional strategies. This data-driven approach enhances the adaptability of blended learning, ensuring that educators can address the specific needs of their students. Fostering a Supportive Learning Community Implementing blended learning successfully requires a collaborative approach. Educators should foster a supportive learning community by encouraging peer collaboration, providing forums for sharing insights and challenges, and celebrating successes. This sense of community not only benefits educators but also creates a positive and encouraging environment for students. As education continues to evolve, the effective implementation of blended learning stands out as a powerful tool for empowering educators and enriching the learning experiences of students. By tailoring content, seamlessly integrating technology, establishing clear objectives, encouraging active participation, providing ongoing professional development, leveraging data, and fostering a supportive community, educators can navigate the complexities of blended learning with confidence. In doing so, they play a pivotal role in shaping a brighter educational future that embraces innovation and meets the diverse needs of today’s learners.

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In the Capturing Credit transcript examples, you’ll see some with grades, some with no grades, and some with a mix. That sometimes throws people off…. Don’t we have to have Grades for high school? The short answer is… No… There are considerations to be aware of… And when we are packaging up self-directed learning, then there also becomes a question of how to “grade”, if you are using grades. Really, grades are an expression of evaluation. How is the learning evaluated against the learning objectives? And how well did the student do meeting those objectives. In more conventional settings, specific benchmarks and deliverables are laid out ahead of time, and then students are evaluated against those benchmarks and deliverables. Many of us are used to a scoring system and/or grading matrixes. But there are other evaluation methods. And grading methods are not standardized, at least in the U.S. Not all schools use the same methods – or scales – for grading. Not even within the same school do all teachers use the same grading methodologies. The debate about grades exists in public, private, and homeschool education sectors. In the US, if you are a private homeschooler, you get to choose how you are going to approach grades for your homeschool. And if you are using an umbrella school or charter program, you might also have the choice in how you evaluate learning and assign grades, if grades are required. (Know your law and requirements for your specific homeschool structure) Which direction you choose for your homeschool may also be dictated by your teen’s goals. For some goals it is best to choose to assign grades. But how you assign those grades – your evaluation method – is up to you (or, you and your teen) In The Grading Question: To Grade or Not to Grade, I shared several alternative evaluation methods and food for thought. Here’s a screenshot for some alternative evaluation method ideas: If you want to delve deeper and learn more about considerations, evaluation methods, alternatives, etc, you can find The Grading Question: To Grade or Not to Grade in Getting Started with Homeschool Transcripts. It’s about 1 hour 20 min long, and the PDF of the slide deck is included. If you don’t have access yet, use this month’s coupon (September 2023) code “Grades” for $15 off and add all the Getting Started with Homeschool Transcripts modules to your resource library. Or just add The Grading Question:To Grade or Not to Grade to your resource library for only $7.50 (50% off), by using the same coupon code: Grades As always, customize to your teen, your family, your homeschool, within the laws that apply. If you have questions, feel free to email me or bring them to our Homeschooling High School Q&A session on September 21st, 2023. Until Next Time, Happy Learning!

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Assessment for Learning Underpinning everything that we do at Thorley Hill Primary School is the belief that effective assessment, as part of on-going learning and teaching and with the active involvement of pupils, is the most powerful means of improving learning and raising standards. Assessment for learning involves: - the sharing of learning objectives/intentions and success criteria with pupils, and the development of these with the pupils; - giving oral and written feedback to pupils based on these objectives/intentions, with the feedback relating directly to their learning in a way that they can understand and act upon; - the use of questioning to help pupils express and discuss their ideas and their understanding; - the nurturing of pupils as independent learners through the development of self-assessment and peer assessment. Weaving these four elements together in all curriculum areas ensures that the most effective learning takes place and achievement is high. At Thorley Hill Primary School we encourage our pupils to be enthusiastic, committed learners who thrive on challenge and have the ability to learn and work both independently and collaboratively.

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Education is a fundamental pillar of human development, shaping individuals’ knowledge, skills, and abilities. However, traditional one-size-fits-all educational systems often fail to address the diverse needs and interests of students. Personalized learning journeys have emerged as a transformative approach to education, aiming to tailor the learning experience to each individual’s unique requirements. By leveraging technology, data analytics, and innovative pedagogical practices, personalized learning journeys empower students to take ownership of their education, fostering a lifelong love for learning and enabling them to reach their full potential. This article delves into the concept of personalized learning journeys, exploring its benefits, challenges, and potential implications for the future of education. Understanding Personalized Learning Journeys: Personalized learning journeys are educational pathways that are tailored to meet the specific needs, interests, and abilities of individual learners. This approach recognizes that each student is unique, with distinct learning styles, paces, and preferences. Unlike traditional classrooms, where students passively receive information, personalized learning journeys empower students to actively engage in their learning process, providing them with agency and autonomy. Key Elements of Personalized Learning Journeys: 1. Individualized Instruction: Personalized learning journeys provide students with customized instruction that aligns with their specific needs and interests. This may involve adapting the curriculum, instructional methods, and assessment strategies to suit each student’s learning style and pace. 2. Flexible Learning Environments: Personalized learning journeys often transcend the physical boundaries of traditional classrooms. Technology plays a crucial role in enabling students to access educational resources anytime, anywhere, fostering a flexible learning environment that accommodates different schedules and preferences. 3. Data-Driven Decision Making: Personalized learning journeys rely on data analytics to gather insights into students’ progress, strengths, and areas for improvement. This data helps educators make informed decisions about instructional strategies, interventions, and resource allocation, ensuring that each student receives the support they need to succeed. 4. Student Agency and Ownership: Personalized learning journeys empower students to take control of their education, enabling them to set goals, monitor their progress, and make decisions about their learning trajectory. This fosters a sense of ownership and responsibility, promoting intrinsic motivation and self-directed learning. Benefits of Personalized Learning Journeys: 1. Individualized Learning: Personalized learning journeys allow students to learn at their own pace, ensuring that they neither feel overwhelmed nor held back. This individualization enhances learning outcomes and student satisfaction, as the content and instructional methods are tailored to meet their unique needs. 2. Increased Engagement: By aligning educational content with students’ interests, personalized learning journeys foster greater engagement and intrinsic motivation. Students are more likely to invest time and effort in their education when it is personally relevant and meaningful to them. 3. Enhanced Mastery of Skills: With personalized learning journeys, students can focus on mastering specific skills and concepts before progressing further. This targeted approach promotes a deeper understanding of subject matter and allows students to build a strong foundation for advanced learning. 4. Improved Assessment and Feedback: Personalized learning journeys leverage continuous assessment and timely feedback to inform students about their progress. Students receive immediate feedback, enabling them to identify areas of improvement and adjust their learning strategies accordingly. 5. Lifelong Learning: Personalized learning journeys instill a love for learning, as students are actively involved in shaping their educational experiences. This cultivates a growth mindset, encouraging students to pursue lifelong learning beyond formal education. Challenges and Considerations: While personalized learning journeys offer immense potential, several challenges must be addressed to ensure their successful implementation: 1. Equity and Accessibility: The digital divide and disparities in access to technology and resources can hinder the equitable implementation of personalized learning journeys. Ensuring that all students have equal opportunities to benefit from personalized learning requires addressing these disparities. 2. Teacher Training and Support: Educators need adequate training and support to effectively implement personalized learning journeys. They must develop new pedagogical skills, adapt to technology-enabled instruction, and manage diverse learning needs within a classroom setting. 3. Privacy and Data Security: Personalized learning journeys involve the collection and analysis of vast amounts of student data. Safeguarding this data and protecting students’ privacy is crucial, necessitating robust data protection measures and ethical practices. 4. Balancing Standardization and Personalization: Personalized learning journeys aim to tailor education to individual needs, but striking the right balance between standardization and personalization can be challenging. Ensuring that students meet essential learning objectives while accommodating their unique needs requires careful curriculum design and assessment strategies. Implications for the Future: Personalized learning journeys have the potential to revolutionize education, transforming it into a more inclusive, engaging, and effective experience. As technology continues to advance, personalized learning journeys may become even more sophisticated, leveraging artificial intelligence and adaptive learning algorithms to provide highly personalized and adaptive instruction. This would enable students to receive real-time feedback, personalized recommendations, and adaptive resources tailored to their specific needs. Personalized learning journeys represent a paradigm shift in education, breaking away from the constraints of traditional one-size-fits-all models. By tailoring education to individual needs, interests, and abilities, personalized learning journeys foster student engagement, enhance learning outcomes, and promote lifelong learning. However, realizing the full potential of personalized learning journeys requires addressing challenges related to equity, teacher training, data privacy, and curriculum design. With careful planning, investment, and collaboration, personalized learning journeys can pave the way for a more inclusive and effective education system that empowers every learner to thrive.

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- Semester: Spring 2020 - Instructor: Professor Smilow - E-mail: [email protected] - Office Phone #: N/A - Office Hours: By appointment - Class Location: *Distance learning* - Class Meeting Times: *Distance learning* What is art? Why does it matter? This course presents a general global view of art history through slide lectures, class discussions, video resources and a museum visit. It selectively surveys the visual arts, beginning with the first objects created by prehistoric humans around 20,000 years ago and ending with the art and architecture of today, covering concurrent historical periods in Europe, Asia, Africa, and the Americas. Using art from diverse cultures and time periods, we will explore the way that art functions within broader societal trends and ideas, both reacting to and influencing major historical moments. You will become comfortable with speaking and writing about specific art historical styles, issues and key terms, and be able to approach art in both a formal/visual and historic context. You will also learn how to navigate and explore your own specific interests within the history of art and become aware of resources that will guide you to further your own academic pursuits. - To develop visual literacy. Rather than focus solely on visual memory, this course has specific assignments designed to increase your ability to read imagery. You will develop skills in identifying, describing, and analyzing works of art. - To expose you to some of the most important artworks from a variety of geographic areas and time periods. This is accomplished through lecture, reading, quizzes, and exams. You will learn to identify shared characteristics among diverse artworks based on periods/styles and themes. You will also relate works of art to their cultural and historical origins. - To expose you to some of the most influential ideas and research that shape Art History as a discipline. Rather than learn facts as if they evolved out of thin air, this course focuses on how our understanding of art and history is constantly changing based on current investigations. In particular, this class encourages the idea that knowledge is constantly changing, and with it our understanding of history. - To discuss the various methods and approaches to understanding art, including formal analysis, iconography, social history of art, and feminist art history. A basic understanding of how scholars make their arguments and select their evidence demonstrates how knowledge is produced, as well as models for students how to craft arguments. - To develop your vocabulary with which to discuss art-historical issues. Art History has its own disciplinary language, and students will finish the course with a foundation with which to take further courses. Daily, students will be exposed to this vocabulary in their readings and in lecture. - To assist you in writing and thinking more critically about artworks and art-historical scholarship. Art History is as much about looking as it is about writing. Low stakes writing assignments, along with group work and exams, will assist you in accomplishing this learning objective. The course involves traditional lecturing and time for discussion. This course requires time outside of lecture to complete readings and written assignments, and to prepare for examinations. Students are also required to take at least one trip to a museum. In lieu of the traditional textbook (that typically cost $140), this course will primarily use Smarthistory, an open access (free!), web-based, art history textbook: www.smarhistory.org

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The academic world changes slower compared to other areas. However, this doesn’t mean that there aren’t many exciting new roles available in schools and universities. One of those jobs is education technology (edtech) coordinator, a title that might not be the same in all schools and countries, but comes with similar tasks and responsibilities. Since not all institutions have such a position, many people might be wondering: what does an edtech coordinator actually do? The short answer is: an edtech coordinator knows edtech inside out and helps teachers integrate technology into their classrooms. Yet, we need to look at the big picture to see just how much impact such a role can have on improving teaching and learning. What does an edtech coordinator do? So let’s see what the most important ways in which an edtech coordinator helps schools transform their daily activities are: Implementing an edtech strategy from start to finish While implementing an edtech strategy is a team effort, the edtech coordinator has a unique role. There are many steps between deciding to implement edtech to having a functional edtech program. The steps include researching methods and edtech tools, getting everyone on board, measuring results, gathering feedback, and being the connection between different departments — all crucial aspects that make the difference between success and failure. More often than not, they also intervene whenever there’s a need, particularly with offering tech support. Managing change and evaluating results Schools usually resist change. That’s the nature of organizations in general, and change isn’t always good, especially when done haphazardly. However, it’s the only way to progress and meet students’ needs, which change from generation to generation. A particular task that an edtech coordinator might have is to periodically evaluate the state of edtech in a school, decide when tools need to be replaced, and so on. More often than not, your strategy itself needs to be adjusted. A school needs a person who can evaluate the technology and teaching methods, educational content, and the training that teachers get at each stage of implementation. Read more: 5 Edtech tools to try out this year Training teachers and other staff members Training teachers is by far the most important task of an edtech coordinator. As teachers themselves, they are the best judge of what teachers need when it comes to technology. They assess educators’ knowledge and create a professional development plan that fits their schedule, teaching methods, and subject matter. They do all of this while “translating” all that complicated tech jargon into accessible and relatable language. Most of all, teachers are very busy, so coordinators have to figure out the best way to offer training — as self-paced courses, face to face instruction, a two-day digital boot camp, whatever works best. Read more: How to succeed with online PD for teachers Assisting teachers in the classroom An edtech coordinator helps teachers integrate tech into the curriculum sustainably. By that, I mean adapting to each situation, especially now that schools are moving towards a hybrid approach and help individual teachers introduce new and exciting activities. Coordinators also create online lessons and modules, make sure that the content aligns with the learning objectives, manage online school communities, give advice when it comes to online assessments, basically assisting teachers on all levels. As a side note, they also help administrators with essential tasks such as processing student records and grades more efficiently. Identifying great teaching and learning resources The edtech market has exploded in recent years, and there are many solutions out there. Making a firm decision to bypass or use any new software tool, device, or even to choose an educational content provider isn’t easy at all. Considering that they often work with strict budgets, they need to be pretty good at estimating exact costs. School leaders might have the final say, but the coordinator’s expertise significantly impacts their final decision to implement new edtech. A coordinator’s job includes maintaining a connection with vendors and keeping up with recent developments. Maintaining a unique set of skills Edtech coordinators are more than tech specialists. They’re usually a creative bunch, with an eye for detail, which helps them design online lessons. Some of them are also able to code, design web pages, and troubleshoot hardware problems. Given that they can solve complex problems, many coordinators also have a career outside academia, such as working for an edtech company as a consultant or as an instructional designer for the business sector. Edtech coordinators need to constantly upgrade their skills and be on top of most of what’s new in edtech. Being an edtech coordinator is a more flexible career option for teachers that don’t want to be in the classroom all the time while maintaining a positive impact on education. To secure a job as an edtech coordinator, you might need a degree in Computer Science, education, or educational technology. Each school defines what they need in terms of the job description, so they might expect you to have a few years of classroom experience. Overall, it’s a rewarding job for anyone with a passion for technology, but most of all, for teaching.

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Developing Early Maths through Story is a guide to help educators feel more confident about teaching early mathematics. Ideal for use with 3- to 5-year-olds, the book will encourage young learners to engage with mathematical concepts, both outdoors and indoors, and show educators how to help children creatively develop maths skills. The book contains 14 chapters, on numbers 0 to 13. Each chapter includes: a brief outline of a traditional story; EYLF learning objectives; the resources needed; suggestions for younger children and babies; scope for outdoor activities and for using natural materials; further activities, games and extension questions; suggestions for using ICT; and assessment opportunities. Author: Marion Leeper, Tracey Muir

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Terms we use on Webmaker.org To avoid confusion, consider all of the things listed above *types* of kits, activities or resources. Most of these terms have been deprecated, but there are instances where we still need the terminology for one reason or another. Terms used broadly Content is something someone created and posted on the Web. Open Educational Resource - any piece of content, under an open license, designed to support teaching or learning. Lesson plan = Curriculum = Teaching Kit A collection of teaching and learning resources constructed with a pathway through learning objectives. This pathway is clearly defined so that an educator/mentor/teacher knows what kind of prior knowledge is required and can assess learning in their individual contexts. Sometimes this is equivalent to a lesson plan/curriculum or teaching kit, but most often a guide is about a single topic. Lesson plans, curriula and Teaching Kits tend to have an arc through various topics. Now we're getting tricky. A pathway is the way a learner navigates through learning content. Read this for a better description: http://edglossary.org/learning-pathway/ Remix / Fork Creating a copy of something and using that copy as the base for something new Modifying the original of something Isn't hacking bad? Although the word "hack" may have some negative connotations, the Open Web community uses it in a positive context. To "hack" something is simply to take something that already exists and change it to make something new. You can hack physical things- like board games or you can hack the web. Hacking has always been a key element in the creative process. It is a constructive collaborative activity, not a destructive one. We have an unique definition for hacking. When we say hack we are talking about remixing content to make new things for the web. We mean hacking as tinkering. We are not implying anything malicious or illegal. There's lots of great posts on the topic. Here's a random sampling. Why is teaching kids about the web and hacking important? Beyond technical knowledge, Webmaker helps develop “hacker habits” — the combination of technical and social skills youth need to become active co-creators, shape their environments, and take charge of their own learning. In this fast-paced world, it’s important that youth understand how to tinker with technology rather than just consume it. The learner working alone. People who teach others either by actually mentoring and teaching people or by making resources that are designed to support other mentors in teaching or learners in learning. a program or course designed to help professionals in their careers Train the Trainer A professional development approach that helps people learn and gain experience in teaching certain skills or facilitating with certain methods. Teach the Web program our training program designed to help people contribute to Webmaker and spread Web Literacy. It is both a professional development and a train the trainer program. It is a modular offering that mixes online and offline learning to teach mentors 1) our pedagogy and webmaking 2) how to use, remix and create new teaching kits and 3) how to align resources with the Web Literacy Map. Facilitated learning experiences that take place online Massive Open Online Course - a learning experience that is open to anyone. MOOCs are time boxed. Connectivist MOOC - a MOOC that is designed to strengthen and help connect a community around a particular topic. So you want to run a cMOOC? Facilitated learning experiences that take place offline Facilitated learning experiences that take place partially on- and partially offline any learning experience that take place partially on- and partially offline the method and practice of teaching a pedagogy in which learners participate with others in the community, either IRL or online a pedagogy in which learners "build knowledge", usually through creation of a tangible thing. See wikipedia definition a pedagogy that emphasizes the social and cultural context in learning. See wikipedia definition a collaborative development process in which users are guided to find their own solutions to design problems. See wikipedia definition a method in which people work together to achieve shared goals.

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Imagine lecturing to a class in which some of your students are grade levels behind, some are grade levels ahead, some have special needs, and some are absent. It’s pretty hard to do that effectively, isn’t it? As teachers in a Title I high school, we developed an instructional model built around self-made videos that empowered students at all levels to learn at their own pace and build mastery skill-by-skill. We used these screencast-style videos: - To replace traditional lecture-style direct instruction, freeing us up to work directly with individual students; - To give directions for projects and other complex tasks; and - To provide remediation on skills that students might need to practice. Now, as founders of The Modern Classrooms Project, we train teachers to create blended learning classrooms of their own. The key is empowering educators to build their own high-quality instructional videos. Unlike externally created videos, these allow teachers to multiply themselves in the classroom without losing their authenticity—they can provide direct instruction via the videos while also circulating around the room, answering questions and guiding students to deeper learning. Step 1: Chunk Instruction Great teachers have a lot to say about their subjects. When it comes to video creation, however, time is of the essence. Research on instructional videos shows that learner engagement with videos begins to drop after the 6-minute mark—and it falls dramatically after 9. So it’s essential to chunk instruction such that each video covers a single learning objective or task, and nothing more. Multiple short videos are better than one long video. For example, this video on inference by middle school English teacher Toni Rose Deanon introduces an important concept, provides several examples, and gives the students a task—all in just over 4 minutes. Her colleague Emily Culp’s video on four-box notes is equally concise, walking students through an example and teaching a note-taking strategy in 3:25. In a world of short attention spans, videos like these make their points clearly and quickly. Step 2: Build Video-Ready Slides Studies also show that the best instructional videos are highly focused, use visual cues to highlight key information, and minimize the use of on-screen text. The slides that a teacher would use in a lecture may not work in a video—it’s critical to build a slide deck that is clear, simple, and visually compelling. (We have templates for math/science and English/history.) In her video on the big bang theory, high school science teacher Moira Mazzi uses compelling visuals and clear annotations to explain a complex idea to her students. This keeps student attention on what Mazzi is saying and gives students an idea of the key terms and ideas they need to record in their notes. Step 3: Record There are many tools you can use to create a strong instructional video. Here are a few that can really simplify the process and enhance the quality of the video. Recording device: Ideally, you have a touch-screen tablet or laptop with a high-quality stylus. This ensures that you can easily annotate visuals and show work. Handwriting also adds a nice personal touch. But if you have a non-touch-screen laptop, or a tablet but no stylus, you can still make your own videos. Screencasting program: The best programs, like Explain Everything, allow educators to pause and re-record specific segments of their video easily, which removes the pressure of getting a perfect take. Look for a program that has a robust video editor and an embedded annotation tool. Microphone: This is often forgotten, but it’s really helpful to have a pair of headphones with an external mic—these headphones help you improve the sound quality and ensure that your videos don’t contain background noise. In this video on digital sound production (note: video is in Spanish), music teacher Zach Diamond uses highlighting, annotating, and a computer screencast to show students how to create their own songs using a program called Soundtrap. The clarity of Diamond’s voice and the video helps students follow along, even with a complex task. Step 4: Enhance Engagement Simply sitting and watching videos can lead students to lose focus—the best instructional videos keep them actively engaged. Research shows that when students take notes or answer guided questions while watching, they retain material better than students who watch passively. Embedding questions in your instructional video using programs like Edpuzzle can improve student interaction and provide you with invaluable formative assessment data. Students should think of video-watching as a task they perform actively in order to learn. In this video on the Pythagorean theorem, math teacher Michael Krell embeds frequent checks for understanding and provides feedback for students who get those checks wrong. Students are free to jump ahead to key points in the video to test their mastery of the material, if they so choose. Krell makes paper copies of the video slides for his students so that they can take notes as they watch. Step 5: Be Yourself Perhaps the most important element of a strong video is authenticity. The most effective blended instruction isn’t pretty—it’s personal. Don’t be afraid to make mistakes, and make sure your authentic personality shines through. Research shows that videos in which the instructor speaks in a natural, conversational manner, with an enthusiastic tone, are the most engaging. In our experience, students really appreciate knowing that it’s their actual teacher behind the video. In this video on states of matter, for instance, middle school science teacher Demi Lager lets her personality shine through. No matter how interested students may be in solids, liquids, and gases, her warm tone and sense of humor are likely to keep them engaged. Learning to create a high-quality instructional video doesn’t happen overnight—it requires continual trial, error, and innovation. We’ve been recording videos for years, and we still often struggle to be compelling and concise. Yet we keep trying, because we believe that teacher-driven blended instruction is what’s best for our students. So start planning, grab some recording software, be yourself, and have fun!

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Computer-aided instruction (CAI) can be an effective and progressive educational tool if implemented into a well developed course designed around sound learning objectives. However, incorporation of CAI into a curriculum must be carefully considered to assure that the primary goal is to assist in education and not simply to get students to use computers. Of particular interest to academicians and administrators alike is the ability of CAI to improve delivery of instruction without a corresponding increase in manpower. The paper discusses present uses of CAI in Agricultural Engineering Department at Purdue University. |Number of pages |ASEE Annual Conference Proceedings |Published - 1985 ASJC Scopus subject areas - General Engineering

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Welcome to our class news feed where you'll be able to keep up to date with the latest home learning. Your child should complete the following activities daily: an arithmetic sheet (please stick this in the back of your child’s maths book) a worksheet on measurement (please stick this in the front of your child’s maths book along with the learning objective and date) a writing activity (please choose one from the writing tasks document)

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Inspiring positive change. THIS PAGE IS DESIGNED TO BE VIEWED HORIZONTALLY ON TABLETS AND IPADS HANDS-ON RECYCLING WORKSHOPS ≋ Our outreach program will use hands-on workshops to educate others about the issues surrounding ghost nets and ocean plastic but with a twist.We won’t just focus on the problems that we face but also the solutions through interactive demonstrations of how the plastic can be recycled into new products. ≋ Our workshops will bring a mini version of our real life recycling process into your school or community. Our specialist hand-operated shredder and injection moulder will teach our waste-into-resource concept by providing an interactive experience enabling participants to transform their beach-clean plastic into new forms and products themselves. ≋ Each workshop can be tailored to your school, community group or business’s needs and our sessions range from half hour talks to full day workshops. DELIVERING IMPACT AND INSPIRATION TO THE NEXT-GENERATION ༄ Encourage environmental action ༄ Deepen knowledge of the marine environment and the value of marine ecosystems ༄ Develop a better understanding of plastic, and how the material’s incredible properties provide both opportunities and environmental hazards ༄ Give individuals a hands-on experience where they can be part of the recycling process ༄ Encourage a curiosity and inspire others to think about how problems can be turned on their head ༄ Allow people to engage with innovative thinking ༄ Leave people with a sense of hope that they can have a positive impact Our schools program has been designed around the national curriculum and will develop the key learning objectives at each key stage. Each session will incorporate different aspects of the curriculum, largely focussing on science and geography but they can also be tailored to include art and design or marine biology, or both! For more information or to book a workshop please contact [email protected] Education and Outreach (PlaNET Action) Before Waterhaul, I taught a university accredited marine biology course and scuba diving on circumnavigating sailing vessel. Within my course, I had a strong emphasis on plastic pollution and climate change, but also the the positive impact we as individuals can have on the environment. Now settled on dry land, I'm developing and delivering PlaNET Action; a unique education programme involving hands-on ocean plastic recycling workshops which will enable people to connect with the environmental issues we are facing and empower them to make positive change.

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EPFL takes steps to better equip students with transversal skills EPFL is moving forward in its effort to teach professional skills – like project management, entrepreneurship, ethics and sustainability – in its degree programs more effectively. To that end, the School has opened a new center on transversal skills and combined it with its career center. While it’s essential for scientists and engineers to have solid technical skills, that’s not enough if they’re to make a real positive impact on society. Today’s challenges are increasingly complex and require a cross-disciplinary approach, excellent adaptive capacity and highly developed notions of social and environmental responsibility. That’s why EPFL is making transversal skills a key element of the education it provides. “Transversal skills are skills that can be applied in just about any situation, whether socially, at school or on the job,” says Tamara Milosevic, previously an advisor at EPFL’s Teaching Support Center (CAPE) and now head ofthe new center. Transversal skills include communication, teamwork, project management, analytical thinking, creativity and more. Kathryn Hess Bellwald, EPFL’s Associate Vice President for Student Affairs and Outreach, says: “I’m delighted about the new center. It will help make sure our students acquire the professional skills they need in addition to their technical knowledge and give them a solid foundation for outstanding careers in science, engineering and architecture. It will also better prepare them to work with colleagues from an array of disciplines.” Filling the gap The first step for EPFL will be to “map out what we already offer in this area,” says Milosevic. “Then we plan to speak with each department to pinpoint their priority needs.” A recent EPFL study of class descriptions for Bachelor’s and Master’s classes found that there’s a big gap in transversal-skills teaching between the two levels, and that considerable efforts are needed to reinforce these skills at the Bachelor’s level. “That’s especially important given how essential these skills are for doing well at university,” Milosevic adds. Not to mention how crucial they are in the job market, since many employers still feel engineering graduates are lacking in transversal skills. A 2021 CAPE survey of 800 EPFL alumni found that over 40% of respondents had to fill gaps in project management and “real-world experience” after starting their career, and nearly 30% felt they lacked leadership training. Explicit objectives and feedback The EPFL study revealed another problem – most transversal skills are currently taught at the School through humanities and social sciences courses or in optional classes. “That needs to change,” says Milosevic. “These skills need to be a clear part of our core curricula and taught progressively throughout students’ degree programs. Our role is to make teachers aware of that and help them adopt the right teaching methods.” Transversal skills need to be a clear part of our core curricula and taught progressively throughout students’ degree programs. Our role is to make teachers aware of that and help them adopt the right teaching methods. Project-based learning is one popular method for imparting transversal skills. And it can be effective, provided that the skills are listed explicitly as a learning objective. “If that’s not the case then acquisition is only marginal, as we saw in a study we recently carried out,” says Roland Tormey, the head of CAPE. “Beyond having students complete projects, teachers should get them to examine the entire process – how and why they made certain decisions. Providing feedback is an important element of this approach, as is evaluating students on criteria that don’t look just at the final outcome.” Assessment is a particular challenge for these kinds of soft skills. “Some skills are applicable only in specific situations, and it’s hard to evaluate them without influencing the very behavior we’re trying to observe.” says Milosevic. “One option is to have students perform peer evaluations, but in a constructive way – that is, without assigning a grade. Another is to have students complete self-assessments at regular intervals throughout their degree programs. If students are familiar with professional skills, it’ll be easier for them to apply them later in their careers. Facilitating this transition from university to the job market is part of my role as head of a center that spans both career placement and transversal skills.” Kovacs, H., Delisle J., Mekhaiel M., Dehler Zufferey J., Tormey R., Vuilliomenet P. “Teaching Transversal Skills in the Engineering Curriculum: the Need to Raise the Temperature”, SEFI 48th Annual Conference: Engaging Engineering Education, pp. 906-917, Nov. 2020. https://infoscience.epfl.ch/record/283739?&ln=en Picard C., Hardebolle C., Tormey R., Schiffman J. “Which professional skills do students learn in engineering team-based projects?”, in European Journal of Engineering Education, vol. 47, no.2, pp. 314-332, 2022. https://doi.org/10.1080/03043797.2021.1920890

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What motivates students to learn? Researchers tackled this age-old question in a recent meta-analysis of education studies involving nearly 80,000 students. The analysis showed two significant findings. First, teachers hold greater influence than parents in motivating students to learn. Second, students’ motivation to learn depends on meeting three psychological needs: competency, belonging, and autonomy. As ELA teachers, we know the importance of using classroom practices that support these needs. We also know one of the best ways we can motivate students is through choice. Choice empowers our students through options, giving them a measure of autonomy in their own learning. One of our favorite ways to foster autonomy is through choice boards. What are choice boards? A choice board is a graphic organizer that gives students a range of options for practicing a skill, task, or objective. Students get to choose their own path for learning, picking activities that fit their interests and learning styles. You can design a choice board for any task or any subject. To set one up, first identify the core objective or goal that you want students to achieve. Then plan a variety of activities that meet that goal. In ELA classrooms, two popular options are the genre choice board and topic choice board. You can integrate both types into a writing workshop or unit of study, whether working in person or remotely. Genre Choice Board A genre choice board allows students to choose how they will learn and interact with a new genre of writing. You can set up this type of choice board like a grid. Use columns for categories, such as “reading,” “writing,” and “multimedia.” Create rows with different activities for each category. Students then pick an activity from each column to complete in a certain time frame. Topic Choice Board A topic choice board gives several topic options for writing assignments rather than a single, strict requirement. When students pick topics of personal interest, they can tap into their wealth of prior knowledge, which helps them write with confidence and build competence. You can set up a topic choice board like a board game, with each square describing a different topic. Consider this support as you design choice boards for your class. You can design choice boards to fulfill any learning objective. - When designing choice boards, create options for different interests and learning styles. For instance, students working on a unit on argumentation could choose to write a standard argument essay, develop an editorial for publication, film a public-service announcement, or host a debate. - Consider including one column for fun, informal activities. You might have students create a study playlist, add a title to a list of book recommendations, or create a skit. - Integrate choice boards into writing workshops or remote learning. Boards can be created for weekly tasks, homework, projects, and even assessments. - Learn more about choice boards through these awesome resources:

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The ELSA Team at Grafham Grange School We have a team of 3 ELSAs (Emotional Literacy Support Assistants) at Grafham who work in conjunction with the Therapy Team to support the student’s needs. Our Team is made up Chloe Adam (Fridays), Emily Langenegger (Monday, Tuesday, Thursday) and Matt Hammond (Thursday). Please note that ELSA interventions are offered to support students in a variety of ways, however our level of training is not the same as those on the Therapy Team. This means that for more in depth intervention, ELSA may not be appropriate but a member of the Therapy team will be able to help. What is ELSA? ELSA is an initiative developed and supported by educational psychologists. It recognises that students learn better and are happier in school if their emotional needs are also addressed. ELSA’s are trained by Educational Psychologists to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun, we use a range of activities such as: games, sensory items and arts and craft. ELSA sessions will take place in our ELSA room which provides a calm, safe space for the student to feel supported and nurtured. ELSA session usually happen once a week, for between 6-12 weeks, however this can be changed to fit the need of the pupil. In ELSA we aim to provide support for a wide range of emotional needs: How does ELSA work? Students can be referred for ELSA support by their tutor. PAL or SENCO. Target areas of concern will be identified using an assessment sheet. With these in mind ELSA’s will then plan support sessions to facilitate the pupil in developing new skills and coping strategies that allow them to manage social and emotional demands more effectively. ELSA is a pro-active intervention; ELSA sessions are planned and specifically targeted. They are not to be used as a reaction to a specific event (e.g meeting with a child because they are in crisis) Supporting – not fixing ELSAs are not there to fix students problems. What we can do is provide emotional support. We aim to establish a warm, respectful relationship with a pupil and to provide a reflective space where they are able to share honestly their thoughts and feelings. It needs to be appreciated that change cannot necessarily be achieved rapidly and is dependent upon the context and complexity of the presenting issues. For students with complex or long-term needs it is unrealistic to expect ELSA intervention to resolve all their difficulties, however support will be designed to target specific aspects of a student’s need. Training and development of ELSAs is an ongoing process and wisdom is required to recognise when issues are beyond the level of expertise that could reasonably be expected of an ELSA. The Educational Psychologist that supervises the ELSA would be able to offer advice on suitability or nature of ELSA involvement in complex cases. This intervention is meant for working proactively with a student on their communication skills. It covers: listening skills; tone of voice; loudness/quietness of voice; emotion; gestures/body language; eye contact. We also look at communicating our emotions and emotional vocabulary. These sessions aim to enhance student’s self-esteem and build their confidence. These sessions consist of activities which aim to encourage the creation of a positive image of themselves; allow the student to identify what is special to them; share their ideas and opinions and celebrate their strengths, successes and achievements. Anger Management intervention This intervention is intended to help students who struggle to regulate their emotions. It promotes awareness of feelings associated with anger and the consequences of angry outbursts; working to establish the triggers to help manage anger and utilise calming down strategies. Anxiety and worries intervention This intervention is useful for students who struggle to regulate their emotions or suffer high levels of anxiety. It uses psychology-based techniques, aimed at helping students to calm down in school. This Anxiety and Worries intervention covers emotions, relaxation, calming down techniques and learning objectives around anxiety and worries. Students will learn about emotions during each session and will also learn relaxation and calming techniques. This knowledge and these skills will help them to become more emotionally literate. Loss and grief (bereavement and separation) These sessions are aimed at helping student to cope with the death of a loved one but can be adapted to help student whose parents are separating/divorcing. Each student may react differently to the loss of a loved one, so these sessions will be flexible in order to meet their individual needs. These sessions aim to enable the student to discuss their feelings; give the student the opportunity to share memories and information about their loved one and create artwork to reflect their memories; provide an opportunity for the student to create a memory box to store precious memories; enable the student to identify important people in their life which can help them to cope; and help the student to learn coping strategies and calming down techniques. Emotions games and activities Enhancing student’s emotional intelligence will raise their levels of motivation, self-awareness, empathy, social skills and emotion regulation. This intervention covers the four basic emotions: happy, sad, angry and scared. Students are helped to recognize and name these emotions, understand what they mean and describe them. This intervention is particularly useful with younger students. Friendship and social skills intervention This intervention is aimed at students who find it difficult to initiate and/or maintain friendships or struggle to cooperate with others. The sessions include activities which encourage the students to understand their feelings and those of others and promote peaceful conflict resolution. Social skills are an essential part of life, so developing these early helps students to interact appropriately with others and assist them to build positive relationships with their peers. These sessions will consist of a variety of games and activities which aim to encourage turn-taking, enhance speaking and listening skills, encourage concentration, understand actions and consequences and encourage empathy, develop cooperation and collaboration with others.

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Language mastery is more than linguistic proficiency; it’s a gateway to skill development and cognitive enhancement. In our globalized world, the ability to communicate in multiple languages has become a valuable asset. In this introduction, we’ll define language mastery, and explore its significance in skill development. Also, we’ll embark on a journey through proven methods that extend beyond traditional language acquisition. Definition of Language Mastery Language mastery transcends basic language proficiency. It involves a deep understanding of linguistic nuances, cultural contexts, and the ability to fluidly navigate various communication styles. As we delve into the methods, it’s crucial to recognize that this skill goes hand in hand with broader skill development. The ability to master a language is not just about effective communication. On the contrary, it’s a catalyst for skill development. Multilingual individuals often exhibit enhanced cognitive abilities, problem-solving skills, and adaptability. This section sets the stage for exploring how language learning contributes to a holistic approach to skill development. Certainşy, language mastery is a multifaceted journey. Undeniably, there are proven methods that go beyond conventional language learning approaches. From immersive experiences to leveraging technology, these methods form the backbone of our exploration into the symbiotic relationship between language learning and skill development. II. The Core Principles of Language Mastery Understanding the Foundations of Language Acquisition At the heart of language mastery lies the understanding of how languages are acquired. We’ll explore the foundational principles of language acquisition, from the critical period hypothesis to the role of exposure and immersion in the learning process. Key Principles: Immersion, Consistency, and Practice Language mastery thrives on immersion, consistency, and practice. This section delves into the importance of immersing oneself in the language, maintaining a consistent learning routine, and the transformative power of regular, deliberate practice in real-life contexts. How Language Mastery Extends Beyond Linguistic Proficiency Language mastery is not confined to linguistic proficiency alone. It extends beyond, influencing various aspects of cognitive function and skill development. We’ll uncover how a robust language skill set becomes a powerful asset in problem-solving, creative thinking, and adapting to diverse environments. As we move forward, we’ll explore the interplay between language mastery and skill development, drawing insights from real-life examples and individuals who have excelled through their multilingual abilities. III. The Interplay of Language Mastery and Skill Development Language Mastery as a Skill Catalyst Language mastery isn’t just about speaking and understanding words; it’s a skill in itself. The process of mastering a language involves the development of cognitive and interpersonal skills. This section explores how the journey of language mastery catalyzes the growth of broader skills, fostering a more adaptable and versatile individual. Skill Development Through Multilingualism The benefits of language mastery extend far beyond linguistic capabilities. Multilingual individuals often demonstrate superior problem-solving skills, heightened creativity, and increased cultural intelligence. We’ll delve into how being fluent in multiple languages becomes a cornerstone for skill enhancement, providing a unique perspective and cognitive flexibility. Cognitive Benefits and Transferable Skills Gained from Language Mastery The cognitive benefits of language mastery are well-documented. From improved memory and multitasking abilities to heightened awareness of linguistic nuances, individuals proficient in multiple languages often possess a set of transferable skills that extend into various domains of their personal and professional lives. IV. Proven Methods: Strategies for Language Mastery Immersive Learning: Beyond the Classroom One of the most effective methods for language mastery is immersion. We’ll explore how immersing oneself in the language, whether through travel, cultural experiences, or language immersion programs, accelerates the learning process and deepens understanding. Consistent Practice in Real-Life Contexts Consistency is key to language mastery. This section emphasizes the importance of consistent practice in real-life contexts. From everyday conversations to engaging with native speakers, we’ll uncover strategies that make language learning an integral part of daily life. Leveraging Technology for Language Acquisition In the digital age, technology has revolutionized language learning. We’ll explore the myriad language learning apps, online courses, and virtual language exchange platforms that make mastering a new language more accessible and interactive than ever before. V. Overcoming Challenges in Language Mastery and Skill Development Identifying Common Obstacles in Language Learning Language mastery, like any skill development journey, is not without its challenges. We’ll identify common obstacles individuals encounter during language learning, from difficulties in pronunciation to overcoming the plateau in the learning curve. Understanding these challenges is the first step in devising effective strategies for skill development. Strategies for Overcoming Language Learning Plateaus Language learning plateaus are a natural part of the process. This section provides strategies to overcome these plateaus, ensuring that learners stay motivated and continue progressing. Techniques such as setting specific goals, diversifying learning methods, and seeking feedback will be explored to guide individuals through potential roadblocks. How Challenges in Language Learning Contribute to Overall Skill Growth Surmounting challenges in language mastery isn’t just about language proficiency; it’s about building resilience and adaptability—the very skills that contribute to overall skill growth. We’ll examine how navigating the complexities of a new language fosters a growth mindset and instills a sense of perseverance that extends to other areas of life. VI. Integrating Language Mastery into Your Skill Development Plan Assessing Current Language Proficiency Before integrating language learning into a skill development plan, it’s crucial to assess current proficiency levels. This section guides self-assessment, helping individuals identify their strengths, weaknesses, and areas for improvement. Setting Language Learning Goals Aligned with Skill Objectives Aligning language learning goals with broader skill objectives ensures a purposeful and strategic approach. Whether it’s enhancing communication skills, fostering cultural intelligence, or preparing for international professional opportunities, setting specific goals enhances the effectiveness of language mastery as a skill development tool. Creating a Personalized Language Mastery Development Plan A personalized language learning development plan consolidates the insights gained throughout the journey. We’ll guide readers in creating a customized plan that considers individual preferences, learning styles, and desired skill outcomes. In the concluding sections, we’ll recap the integral role of language learning in skill development and encourage readers to embark on the ongoing journey of continuous growth through linguistic proficiency. As we conclude our exploration into the realm of language learning and its profound impact on skill development, it’s evident that the ability to navigate multiple languages is a gateway to a broader and more versatile skill set. Language learning is not a solitary endeavor but a transformative journey that extends beyond linguistic boundaries, enriching various facets of our personal and professional lives. Embrace the Multifaceted Benefits of Language Mastery Language mastery stands as a testament to the interconnectedness of skills. It’s not merely about acquiring the ability to communicate in different languages. Moreover, it’s about cultivating a growth mindset, building resilience, and fostering adaptability. Moreover, the cognitive benefits gained from this linguistic journey become transferable skills that enhance problem-solving, creativity, and cultural intelligence. Overcoming Challenges: A Catalyst for Growth Challenges encountered during language learning are not stumbling blocks but stepping stones toward growth. Navigating pronunciation difficulties, overcoming plateaus, and embracing the intricacies of a new language contribute not only to linguistic proficiency but also to the development of essential life skills. So, the ability to overcome obstacles becomes a skill in itself, fueling the continuous journey of self-improvement. Tools and Resources: Nurturing Continuous Learning In the digital age, a plethora of tools and resources empower language learners to seamlessly integrate their language learning journey into their daily lives. Language learning apps, online courses, and immersive experiences provide the necessary scaffolding for individuals to nurture continuous learning and skill development. Unquestionably language learning becomes an integral part of the skill development landscape. Thus, it’s crucial to set strategic goals and create personalized development plans. Aligning language learning objectives with broader skill development goals ensures that the acquired linguistic proficiency becomes a practical and valuable asset in various contexts. The journey of language learning is not a destination but a continuous exploration. It’s an ongoing commitment to learning, adapting, and growing. As you embark on this linguistic adventure, remember that each new word learned, each cultural insight gained, and each language mastered contributes to a richer and more nuanced skill set. In the ever-evolving global landscape, language mastery stands as a cornerstone for personal and professional success. Embrace the challenges, leverage the tools, and integrate language learning into your holistic skill development plan. At the end, the journey is yours to shape, and the skills gained are yours to wield in a world where linguistic versatility opens doors to endless possibilities. Language mastery is not just about what you say; it’s about who you become through the journey of continuous learning.

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Game-based learning and gamification at immediate glance may seem like similar and interchangeable terms. While both terms combine games and learning, the difference lies in how game elements are integrated into the learning experience. This distinction leads to a larger difference in learning outcomes when comparing game-based learning vs. gamification. What is Game-based Learning? A type of active learning experience within a game framework, which has specific learning objectives and measurable outcomes. The learning experience gives a student clear and challenging goals within a virtual game framework, requires a high-degree of student interaction and offers informative feedback on student performance. Many times, the games are designed to allow the player to understand the subject matter within a real world context. What is Gamification? The process of adding game elements or mechanics to an experience to increase engagement or enjoyment. These game elements are usually separated from the actual learning content. Gamified lessons or activities may include elements such as badges, leaderboards, timed activities, rewards or points. Examples of gamification in the classroom include: Separating students into groups to compete on assignments or activities. Enabling students to earn points for behavior or completion of assignments and allowing them to spend the points on rewards. Timed flash cards or worksheets. Badges to show completion of work or mastery of skills. Listening for certain keywords or situations to complete a bingo-type sheet. Using dice to generate random numbers for a worksheet activity. Game-based Learning vs. Gamification In game-based learning, the game is the learning experience, whereas in gamification, the game components are added to the traditional instruction method. In gamification, the end result (the points, rewards, being first place, completing as much as possible, not being last place) can easily become the focus, rather than the learning. Gamification can cause learners to rely on extrinsic motivation. This is the mental condition that drives a person to behave a certain way or engage in an activity to win a reward or avoid a punishment. But what happens when the reward is no longer relevant or removed? In addition, a number of studies have shown that offering excessive external rewards for an internally satisfying behavior can lead to a reduction in intrinsic motivation (Deci et al., 1999). Intrinsic motivation is a type of internal desire that is based on the satisfactions of behaving “for its own sake.” If designed well, game-based learning has the capacity to harness students’ intrinsic motivation and love for play and lead them toward complex problem solving. Game-based Learning Research Research around game-based learning shows this correlation between motivation, engagement, complex problem solving and other social and emotional skills. One of the more popular investigations is that of learning through failure and the shift from a fixed mindset to a growth mindset. A student with a fixed mindset believes that intelligence is inherent and unchanging. A student with a growth mindset believes that they can change and improve their knowledge with effortful learning (Carol Dweck, et al.) The nature of learning through failure and mastery in games naturally lends itself to developing a growth mindset. With game-based learning, students become more engaged with their learning. They go from struggling to finding a way to overcome that struggle and start looking for solutions and innovating strategies on their learning. -Ryan Reed, Business & Technology Teacher at Stillman Valley High School In this video, MIND’s content director Ki Karou shares some game-based learning strategies that can develop students' capacity for productive struggle.

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Table of Contents - The article provides a comprehensive list of English project topics suitable for Class 12 students. - The topics cover a wide range of areas, including literature, language, grammar, and communication skills. - Students can choose topics based on their interests and strengths, allowing them to showcase their abilities effectively. - The article emphasizes the importance of selecting a topic that aligns with the curriculum and learning objectives of Class 12 English. - It suggests that students should consider the availability of resources and the feasibility of conducting research when choosing a project topic. - The article also provides tips on how to approach and structure a project, including conducting thorough research, organizing information, and presenting findings effectively. - It encourages students to think creatively and critically when selecting and working on their English projects. - The article highlights the benefits of English projects, such as improving language skills, enhancing critical thinking abilities, and fostering creativity. - It emphasizes the importance of time management and planning to ensure the successful completion of the project within the given timeframe. - Overall, the article serves as a valuable resource for Class 12 students looking for English project topics, offering guidance and suggestions to help them excel in their assignments. When we enter class 12, the English project becomes essential. It’s both a chance and a challenge to find project topics to show our knowledge and skills. We must pick something that fits our interests and lets us show our understanding. Class 12 English projects can help us master grammar and vocabulary, and also strengthen our critical thinking, research, and communication skills. The topic must be relevant and engaging. Some popular choices are looking into literature, language acquisition theories, culture through literature/films, or social issues. For class 12 English projects, we have the freedom to show our creativity. We can do PowerPoint presentations, short videos, and interactive websites, with visuals, audio clips, and animations. Pro Tip: Do thorough research for your project. Search online databases, journals, books, and experts in your field. You’ll get great insights and make your project stand out. Let your imagination fly, dive into the world of words and ideas, and hone your linguistic prowess while fostering creativity and critical thinking. Choose a topic wisely – because nothing says ‘I have no idea what I’m doing’ like presenting a project on ‘The History of Paperclips’. Importance of Choosing the Right English Project Topic Choosing the right English project topic is super important. It’s the foundation of a successful academic endeavor. The selection process needs careful consideration for relevance, engagement, and innovation. A great topic sets the stage for research, critical thinking, and creativity. When selecting a topic, align your interests with the subject matter. This connection will motivate you and help you put in time and effort for quality work. It also helps you understand the chosen theme better and get excited about the project. In addition, an appropriate topic gives you a chance to explore language and literature. You can learn about various genres, authors, and periods in history. It broadens your perspective and increases your knowledge. A well-chosen topic sharpens your research skills too. You learn how to identify reliable sources, evaluate data critically, and analyze different viewpoints systematically. These skills are beneficial academically and important for future professional pursuits. Choose a topic that is relevant to contemporary issues or timeless themes. Look for topics that let you show off your unique perspective or explore lesser-known works of literature. Create an engaging narrative that captivates your audience. By picking the right topic, you open doors to personal growth and meaningful learning experiences. Use this opportunity to be creative and show off your mastery of language arts. Don’t miss out on the chance to make a lasting impression with your topic choice! List of English Project Topics for Class 12 For Class 12 students, the “List of English Project Topics” offers a range of fun and informative projects. These encourage creativity, critical thinking, and language development. Here are some inspiring project ideas: - Examining identity in classic literature. - Exploring social media’s influence on communication. - Analyzing women’s representation in contemporary literature. - Discovering symbolism in modern poetry. - Contrasting dystopian novels. - Creating an original short story or play. To make sure these projects are successful, here’s some helpful advice: - Choose a topic that you’re interested in to stay motivated. - Research to collect evidence for your analysis. - Create an outline before starting. - Use literary devices like metaphors or foreshadowing. - Edit and proofread your work. - Include visual aids or multimedia elements. By following these tips, students can make English projects that show their understanding and analytical skills, as well as improve their academic performance. With so many options it can be hard to choose the perfect English project topic. Tips for Selecting the Best English Project Topic Choosing the right English project topic can be hard. But these tips will make it easier and more enjoyable. - Think about your interests and passions. Pick something that excites you and lets you express yourself. - Check the resources available. Choose a topic where you can do deep research and get access to materials. - Scope of the project. Go for something that can fit in the timeframe and match the objectives of your class. Apart from these, think about uniqueness. Pick something different, not something common. This will show your creativity and originality. So, follow these tips and choose a brilliant English project topic for Class 12. Make sure to pick something exciting that reflects your passion and shows off your skills. Get brainstorming now! Frequently Asked Questions Q: How do I choose a suitable English project topic for Class 12? A: When selecting an English project topic for Class 12, consider your interests and strengths in language and literature. Look for topics that allow you to showcase your creativity and critical thinking skills. You can also consult your teacher for guidance and suggestions. Q: What are some popular English project topics for Class 12? A: Popular English project topics for Class 12 include analyzing a famous literary work, exploring a specific author’s writing style, creating a short film based on a famous novel, interpreting poetry through visual art, or conducting a comparative analysis between two different genres of literature. Q: Can I choose a project topic that involves both literature and language skills? A: Yes, you can definitely choose a project topic that involves both literature and language skills. For example, you could explore the impact of language on storytelling in a particular novel or analyze how language techniques contribute to the overall meaning of a poem. Combining these aspects can make your project more comprehensive and interesting. Q: How can I make my English project unique and stand out? A: To make your English project unique and stand out, you can think outside the box and approach the topic from a different angle. Consider incorporating multimedia elements such as videos, presentations, or artwork to enhance your project. Additionally, do in-depth research and present your findings in a creative and engaging manner. Q: Should I choose a project topic related to the current curriculum? A: While it is not mandatory to choose a project topic directly related to the current curriculum, it is recommended to select a topic that aligns with the overall objectives of your English class. This ensures that you demonstrate the skills and knowledge you have gained throughout the course. Are There Any Overlapping Topics Between Public Administration and English Projects? When exploring public administration project topics, it might be surprising to find common ground with English projects. Both disciplines emphasize effective communication, critical analysis, and problem-solving skills. Additionally, public administration projects often require written reports and proposals, aligning with the core principles of English projects. This convergence can provide a unique opportunity to enhance administrative competence while sharpening language proficiency. Q: How much time should I allocate to completing an English project for Class 12? A: The time required to complete an English project for Class 12 varies depending on the scope and complexity of your chosen topic. It is advisable to allocate a few weeks to plan, research, and create your project. Break down the tasks into smaller, manageable chunks, and set deadlines to stay on track. Exploring English project topics for Class 12 leads us to a satisfying conclusion. We have looked into an array of different and interesting subjects that can engage young learners. From studying literary classics to investigating sociolinguistic phenomena, these project topics offer students the chance to comprehend the English language better. As we finish our chat on project topics for Class 12, it’s essential to emphasize the importance of encouraging creativity and critical thinking in education. Through discussing thought-provoking projects, students are inspired to think outside the box, form their own opinions, and improve their communication skills. These project topics improve the learning experience and arm students with important abilities for their academic and professional lives. Besides the many topics looked at in this article, there are many other potential ideas that could motivate and excite Class 12 students. For example, examining the effect of English literature on contemporary culture or looking into the development of the English language through different eras could give fascinating research avenues. These special paths extend students’ horizons and motivate them to examine language from varying perspectives. A noteworthy fact is that, based on a study by XYZ Research Institute, integrating project-based learning in English classrooms has been found to significantly raise student engagement and overall academic performance. This strengthens the value and usefulness of introducing various and engaging project topics in educational settings. - Kafka project ideas - Biology project ideas - Iot project ideas - Nfc project ideas - Marketing project topics - Snow project ideas - Zoetrope project ideas - Electrical engineering project ideas - Identity project ideas - Audits and quality improvement project ideas Hello…..I am Rivin George, a passionate individual who likes to experiment with never-ending chemical possibilities. I have completed my post-graduation in applied chemistry. By having a better understanding of the subject, I would like to make interesting, updated chemistry concepts and deliver them in the most simplified manner. Let’s connect through LinkedIn:

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Creating a Play-Based Learning Environment to Make Learning Accessible for All By Alli Bizon “So, what do we know about the ocean?” I asked my group of kindergarteners from the West Side of Chicago. We were about to learn about marine life, and I wanted to gauge their background knowledge. “I dunno. I’ve never been to the ocean … not even the lake,” Tyler said, referring to Lake Michigan, located just a few miles from our school. I looked to the other children who were nodding in agreement. My school serves 95% low-income families, and this was not the first time that the children in my class had little background experience with the content we were studying. It was clear to me at that moment that what they needed was to get a sense of the deep blue sea through hands-on exploration. What better way to do that than through play? Young children learn best when they can construct their learning of new concepts through joyful investigation. A few days later, I observed Taliyah and Jackie looking at the ocean books I placed in the dance area. Jackie picked up the play scarves, twirling them around her body. “Look, look at my long arms,” she said as Taliyah pointed to the jellyfish in the book. I picked up multiple scarves and joined in, “My tentacles are floating in the ocean,” embedding the language into our play. I then gave my students photographs of various marine life and placed them in the art center. As we studied the colors and shapes in the picture, I provided more language to connect to their illustrations. “Oh, I see you added those long lines for the jellyfish, just like the tentacles in these photographs.” Despite years of research demonstrating the long-term beneficial effects of play-based learning, this type of learning environment is not always available for all children. This is especially true in schools serving low-income children. It’s time we rethought our approach to play. In a recently published brief, Teach Plus Illinois Policy Fellows recommend bringing play based learning into all kindergarten classrooms in Illinois, structuring an hour of uninterrupted self-initiated play by the child and an hour of guided play directed by the educator. Through play, young children learn how to get along and interact with others, skills necessary for school readiness. They build positive relationships among peers and with their teacher, growing their social emotional skills. With my guidance, the children in my classroom also learn how to build impulse control and problem-solve, skills known to bring long term academic achievement. Through play, I model how to identify feelings and react to conflicts by posing questions and teaching students to foster finding solutions and develop coping skills. Through play, my students also expand their mathematical and spatial skills. They build patience, understand cause and effect, and resilience, all skills needed for the academic learning process beyond kindergarten. While play-based learning may seem daunting to implement, schools and teachers foster success with a few practices. - Ensure that play-based learning incorporates a mixture of child-directed activities, where the educator serves as observer and play partner, learning about the children’s interests, designing lessons based on this play, and then directing activities in small or whole groups aligned to learning objectives. - Put in place ongoing training that offers research-based practices for implementing play-based learning including setting goals for the children and creating appropriate observational recordkeeping. This will ensure that teachers are able to facilitate practices with support of the administrators. - Create a classroom environment that provides opportunities for inquiry-based learning including manipulatives, relevant picture books, and open-ended materials for construction, experiments, and art extensions. This could include out of classroom engagement such as field trips, guest speakers, and home projects. - Engage students in conversations driven by open-ended questions and with ample time to pause for students to process and providing vocabulary facilitates language development. Despite living 800 miles from the ocean, my students developed real connections to their learning through the power of play, the best tool for educators to use to make learning accessible for all. Alli Bizon teaches 1st-3rd grade at Suder Montessori Magnet School in Chicago. She is a 2021–2022 Teach Plus Illinois Early Childhood Educator Policy Fellow.

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Special Needs Teacher Sometimes the tools used are not enough. Special needs teachers can then help pupils, teachers and the principals at the school to find ways to remove the barriers that prevent students who find it difficult to cope with their studies. For those students who need special support the special needs teachers together with the teachers of their school design a learning plan. The idea is for the students, as far as possible, to achieve their learning objectives. The goal is to reduce and compensate for difficulties in the environment so that the student, as far as possible, can be taught on equal terms with other students. Sometimes special education teachers also need advice and support from outside. The school can then contact the Student Health Centre “Elevhälsan” at “Skol- och fritidsförvaltningen”.The special needs resource team at the Student Health Centre supports teachers in working with students who have special needs in the following areas: - Hearing loss - Neuropsychiatric conditions such as ADHD, autism, Asperger syndrome, Tourette’s syndrome - Norm-breaking or other risky behaviours - Impairments of cerebral palsy, spina bifida, rheumatic diseases, muscular diseases - Developmental Disabilities - Reading and Writing - Speech and language disorders If expertise is not available within the organization, the Student Health Centre can if necessary get help from, for example, special education school authority Specialpedagogiska skolmyndigheten. The Student Health Centre also has special education teachers who teach students at Helsingborg Hospital, and at Child and Youth Psychiatry Family Unit “Barn- och ungdomspsykiatrins familjeenhet” for students who for of any reason need to spend more time there for treatment. Special Needs Coordinator + 46(0) 42-10 57 05

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About Third Age Learning The Third Age Network (TAN) is a network of third age learning groups in Ontario. Third Age learning usually occurs in the retirement years when first and second age responsibilities (childhood/education, and family/employment) are completed. It is for those who want to keep their brains and bodies active and meet stimulating new friends. There is now extensive evidence showing that social interaction and community involvement – cornerstones of lifelong learning groups – are directly associated with better mental and physical health. In addition, research in the UK has shown that there are economic benefits of intellectual stimulation for older people: “Education can foster the self-reliance and independence of the elderly … thereby reducing the increasing demands being made on public and private resources. Education is a major factor in enabling older people to cope with innumerable practical and psychological problems in a complex, changing and fractured world” The term Third Age originated in France in the 1970’s, where courses for older adult learners were developed. At the same time, similar concepts and programs were developing in many other European countries, Australia, China and Canada. Third Age learning programs are now found in countries all around the world. Some programs are loosely affiliated with a formal academic institution, while others are community based. The learning formats of our members vary from group to group and may include lecture series only, peer learning only or a combination of both. More recently, interactive video conferencing has been included as an alternative way of exploring intellectual ideas together. The range of topics can be very broad: from opera to Canadian history to terrorism to international finance… and more. Some groups offer courses that may consist of a series of 10 lectures; others have series that offer different topics each week. Peer learning associations are often facilitated by one of its members. Many include social events in their programs – film nights, walking groups, choirs, etc. as well as travel to local events and internationally. Mission: To foster Third Age learning and share issues and solutions to common organizational challenges. We do this by promoting the establishment of organizations that provide opportunities for older adults to learn in a friendly, social setting and by supporting adult learning organizations in this process by sharing strategies and techniques to accomplish this goal.

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Using VoiceThread to Create a Presentation for a Spanish Project Samanta de Frutos García, an Instructor of Spanish at CSU Channel Islands, created a final project assignment for SPAN 102: Elementary Spanish II. The template provides guidelines for students to create a VoiceThread presentation using vocabulary, grammatical constructions, and cultural knowledge learned in this course using the free Spanish textbook Libro Libre. This project assesses students’ ability to answer questions and report orally to demonstrate basic functional proficiency in Spanish, talk about familiar topics, compare and contrast cultural similarities and differences between the United States and Spanish-speaking countries, and present the information and cultural insights gained through the TalkAbroad sessions. This can be modified to fit any class. QLT Objectives Met QLT Section 3: Instructional Materials and Resources - Objective: 3.3 The instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives. - Objective: 3.5 There is a variety of instructional material types that lead to more UDL/access and student engagement, while not overly relying on one content type such as text. QLT Section 4: Student Interaction and Community - Objective: 4.4 Learning activities facilitate and support active learning that encourages frequent and ongoing peer–to–peer engagement. QLT Section 5: Facilitation and Instruction - Objective: 5.2 The instructor clearly helps students make connections between the content and the course activities, and how their life experience and mastery of concepts gained in the course will integrate into their college degree, future career, and role as a global citizen. - Material Type: Assignment - Author: Samanta de Frutos Garcia, Instructor - Institution: California State University, Channel Islands - Date Created: 2023-05-01 QM Standard Equivalents - QM General Standard 4: Instructional Materials - Standard: 4.1 The instructional materials contribute to the achievement of the stated learning objectives. - Standard: 4.2 The relationship between the use of instructional materials in the course and completion of learning activities and assessments is clearly explained. - Standard: 4.5 A variety of instructional materials is used in the course. - QM General Standard 5: Learning Activities and Learner Interaction - Standard: 5.2 Learning activities provide opportunities for interaction that support active learning.

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A SUPPORTIVE AND RESPONSIVE APPROACH TO EDUCATION FNTI's approach provides culturally-responsive post-secondary education that supports the self-empowerment, healing, identity formation and capacity of Indigenous Peoples and communities across Canada. FNTI's approach reflects a method of program delivery that ensures increased access to employment skills, high-quality education rooted in culture and Indigenous ways of knowing. Indigenous learners participate in programs that are rooted in traditional knowledge based on enhancing education as medicine for the mind, body and spirit. We value the adult learning model and view our learners as already possessing many gifts, expertise, experience and knowledge. They are always invited to share their knowledge equally in the Indigenous classroom. FNTI students are anchored in an inclusive environment and are surrounded by cultural advisors, faculty, staff and industry professionals to help them attain a culturally-relevant educational journey that reflects each learner’s self-identity. These aspects of cultural integration augment mainstream program delivery. FNTI's approach enables students meet both cultural and post-secondary program vocational learning outcomes. FNTI provides culturally relevant teachings, practices and curricula to ensure that Indigenous learners see themselves and their realities reflected in their classes, program delivery and student supports. FNTI's approach includes: - Welcoming the presence and guidance of cultural advisors in the classroom. - Encouraging inclusive educational experiences through the use of sharing, learning and healing circles. - Employing Indigenous and adult-friendly methodologies. - Ensuring that Program Advisory Committees benefit from feedback from Elders, cultural advisors, Indigenous academics, Indigenous professionals, community representatives, alumni and other related stakeholders. Read firsthand how FNTI’s approach to education has contributed to the success of our students over the years.

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This is a guest post by VoiceThread Certified Educator, Christine Trimnell. Have you ever participated in a global project before? If you answered ‘no’ then this could be your opportunity to trial one! We are looking for 16 classes across the world to ‘have a go’ with their students (grades 3-8). Topic: Can we work together to save the endangered animals of the world?” Objective of Project To provide an opportunity for teachers who are new to online global projects to participate and gain insight into the many benefits of joining such projects. Subscription cost: FREE! This free online global project (offered twice in 2017) and managed by Flat Connections will provide educators and students the opportunity to work with others from different schools to satisfy curriculum objectives across a range of subjects. VoiceThread is a perfect tool to use in global projects as it allows students to communicate, collaborate and co-create across countries. It will be one of the main tools to be used in this new project. The collaboration will explore and share understandings and research around the following: - Interdependence of living creatures - Sustainability of animal environments - Evaluation of past and current practices on animal survival - Design of possible solutions for future action Why should you join your class to this global project? This project is designed to meet standards and learning objectives across different systems and countries including: - Literacy and digital technologies objectives - Sustainable development goals (UNESCO) - Global competency and Intercultural understanding - 21C skills and understandings - Effective online global collaboration practices and strategies The project will run for SIX weeks (preceded by a week of teacher preparation). In this time educators and their students will connect, share and collaborate around project design and implementation. Details of the project, dates, and an application form can be accessed via: About the Author: Christine Trimnell is an ICT Specialist at Pakenham Lakeside Primary School in Melbourne, Australia. Christine is the co-writer of the above project and she is passionate about the benefits of participating in well designed and managed global projects. She was therefore thrilled by the recent announcement that named her as an awardee of The Great Global Project Challenge:

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By Dr Jeremy Koay Stories, either written or spoken, are part of our everyday experience. You have read or heard stories that make you laugh, that awaken your curiosity, that inspire; as well, of course as the boring ones! Most parents and teachers are aware of the benefits of reading storybooks... CategoriesAll Categories 21st century skills academic writing action research adult learning age age and language learning assessment authentic materials authentic task authentic text background knowledge blended learning blog body language celta children children's literature china chinese students classroom managment classroom practice clt code switching collaborative writing commmunicative competence communication communicative competence communicative language teaching context controversies conversation course book creative creativity critical pedagogy critical period hypothesis critical reading critical thinking culture curriculum digital citizenship digital technologies discourse competence diversity dynamic assessment education efl eliciting elt engagement english for specific purposes english for the workplace esol esp extensive reading face-to-face learning feedback first lesson fluency fluent fun genre pedagogy genre-based approach to writing giving instructions global perspective google trends graded reader grammar group work identity ielts imagination intense reading intensive reading language teaching language teaching methodology learner identity learner's needs learner-centred pedagogy learning learning goals learning providers lesson design lesson planning library linguistic competence listening literature materials design materials development meaningful methodology modern china motivation music myths native speaker needs analysis non-native speaker online courses online learning oral assessment oral communication parenting parents plagarize plagarizing plagiarise plagiarism plain english politeness portfolio portfolio assessment preferences process writing professional development pronunciation question reader response theory reading reading aloud reading anxiety reading comprehension reading fluency reading time reflective teaching resources rhymes rhythm rosenblatt self-evaluation small talk sociocultural theory sociolinguistic competence songs speaking speaking fluency speech act speech function stories story story time storytelling strategic competence strategies student attitudes student interaction student's needs syllabus tag question task-based language learning teacher research teachers teaching certificate teaching cultural information teaching materials teaching requirements teaching writing technical writing technology tefl tesol test preparation the zone of proximal development toefl transactional theory vocabulary vygotsky writing writing assessment writing portfolio zpd

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How many types of lesson plans are there? There are many different types of lesson plans including: daily lesson plans, weekly lesson plans, unit lesson plans, topic or subject lesson plans, eLearning lesson plans. What are the importance of scheme of work in education? The scheme of work is usually an interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress against the original plan. Schemes of work can be shared with students so that they have an overview of their course. How do you prepare a lesson plan and scheme of work? Create a scheme of work from scratch. - “Date” or “Lesson number”, to delineate each interval. - “Topic” (i.e. the overall subject matter of a specific unit) - “Lesson content”: a brief overview of the lesson planned, which can be broken down into sub-topics. - “Specific objectives” - “Learning Activities” What are the qualities of a good scheme of work? 7 Characteristics of a good Computing Scheme of Work - It must address the requirements laid down by the District or State or Government. - It should be appropriate but challenging. - It must be relevant. - There should be lots of opportunities for developing projects or mini-projects. - It should have built-in training opportunities. - It should be more than just a checklist. How do you format a daily lesson plan? How to Make a Lesson Plan - Know your students. Understand who you are going to educate. - Set learning objectives. A learning objective is a statement that provides a detailed description of what students will be able to do upon completing a course. - Write the objective for the lesson. - Plan your timeline. What is the relationship between scheme of work and lesson plan? A syllabus is derived from the curriculum. It is about that list of topics to be taught and learned for a specific period or programme, while scheme of work is drawn from the syllabus and broken into pieces to be taken on a termly basis. The lesson plan is a further breaking down of work to be done. What is a scheme of work and its importance? Instructional Methods: What are schemes of work and what are their importance? The scheme of work is a detailed, logical and sequential plan that interprets the syllabus into units that can be used in a teaching-learning institution. What is a lesson plan and why is it important? A lesson plan serves as a guide that a teacher uses every day to determine what the students will learn, how the lesson will be taught as well as how learning will be evaluated. Lesson plans enable teachers to function more effectively in the classroom by giving a detailed outline that they adhere to during each class. What are the functions of scheme of work? The main function of a scheme of work is to help teachers plan and sequence their lessons in advance. That way, they can make sure that all course content is taught before the school year ends, and that the National Curriculum aims are covered. How do lesson plans help students? A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured. This ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly! What are the uses of teaching/learning materials? Teaching-Learning Materials (TLMs) are important for the teachers in teaching his/her lesson effectively as it help him/her to a better interpretation and appreciation of the concepts, contents as well as the subject matter. TLMS also enables the students to proceeds towards concrete learning. Why is it important to lesson plan? Lesson plans are also important for outlining your classroom objectives, which can help you evaluate whether or not students are on track. Outlining expectations also keeps you and your students focused and motivated throughout the lesson, says teacher Geri McClymont. What is the main purpose of designing a lesson? A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other. Why is teaching Modelling important? Effective modelling makes you a better teacher. Models are enablers – they are there to help students see what outcomes could/should look like. It allows your students to engage and succeed and it reduces your workload because common misconceptions are addressed as or before they arise. What is a scheme of work in teaching? A scheme of work, in short, is an overview or a long-term plan for what you aim to teach in a particular subject across a term or an academic year. Typically, a schoolteacher will need to put in place a scheme of work for each subject they will be teaching. What are the main components of scheme of work? Identify six key components of schemes of work - Scope. -how mulch content to be covered within required time. - Sequence. -The order of content drawn from the syllabus. - Objective. -what learning to be achieved the objective can be cognitively affective and psychomotor in nature. - learning activities.

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Sociology of Families: Change, Continuity, and Diversity offers students an engaging introduction to sociological thinking about contemporary families in the United States. By incorporating discussions of diversity and inequality into every chapter, author Teresa Ciabattari highlights how structures of inequality based on social divisions such as gender, race, and sexuality shape the institution of the family. The Second Edition has been updated to include the most recent data and statistics, expanded coverage of childhood and parenting, and a new chapter on family violence. Included with this text - The online resources for your text are available via the password-protected Instructor Resource Site. Learn more. Online resources included with this text The online resources for your text are available via the password-protected Instructor Resource Site, which offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides. The open-access Student Study Site makes it easy for students to maximize their study time, anywhere, anytime. It offers flashcards that strengthen understanding of key terms and concepts, as well as learning objectives that reinforce the most important material. For additional information, custom options, or to request a personalized walkthrough of these resources, please contact your sales representative.

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Unveiling Excellence: Selecting the Best K12 School Curriculum Options - 1 The Importance of Curriculum in K12 Education - 2 Types of K12 School Curriculum Options - 3 Factors to Consider in Choosing a K12 School Curriculum - 4 Role of Parents in Selecting the Right Curriculum - 5 Understanding the Impact of the Right Curriculum Choice The Importance of Curriculum in K12 Education The curriculum, which forms the backbone of any educational institution, holds significant importance in K12 education. It shapes a child’s learning experience and influences their academic success. Understanding the K12 school curriculum options and the role they play in education is crucial for parents who want to make an informed decision about their child’s schooling. Understanding the K12 Curriculum In essence, the K12 curriculum is a comprehensive plan that outlines the educational content students will learn over the course of their K12 schooling – from kindergarten through to 12th grade. It encompasses a wide array of subjects, including core subjects like Mathematics, English, Science, and Social Studies, as well as electives and extracurricular activities. The K12 curriculum is designed to provide students with the knowledge and skills they need to succeed in higher education and beyond. It aims to foster critical thinking, problem-solving, creativity, and other essential skills. Different schools may offer different curriculum options, each with its own approach to teaching and learning. Traditional, progressive, Montessori, Waldorf, and International Baccalaureate are some examples of the diverse K12 school curriculum options. For more details on these curriculum types, you can refer to our article on comparing K12 schools. Role of Curriculum in Educational Success The right curriculum can play a pivotal role in a student’s educational success. It directly influences what students learn, how they learn, and how well they can apply their knowledge in real-world situations. It also sets the standard for what students should know and be able to do at each grade level. A high-quality curriculum is comprehensive, balanced, and aligned with educational standards. It ensures students are exposed to a broad range of subjects and learning experiences, fostering their overall development. Moreover, the curriculum also influences the teaching methods employed in the classroom, which can greatly affect students’ engagement and success in learning. The curriculum is also a key factor that contributes to the reputation of K12 schools. Parents often consider the curriculum when evaluating K12 school options and making decisions about their child’s education. Selecting a school with a curriculum that aligns with your child’s learning style and future academic plans can set them up for long-term success. In conclusion, understanding the K12 curriculum and the role it plays in education is critical when selecting a school for your child. As a parent, you want to ensure that your child’s school provides a curriculum that meets their learning needs and helps them reach their full potential. Types of K12 School Curriculum Options Diverse K12 school curriculum options are available to parents and students, each with its own unique teaching methodologies and learning objectives. Here, we will examine five major types: traditional, progressive, Montessori, Waldorf, and International Baccalaureate curricula. The traditional curriculum, commonly referred to as “teacher-centred”, is built around a structured framework with specific educational goals. It focuses heavily on core subjects like mathematics, science, and language arts. Instruction is often delivered through lectures, and students’ progress is generally assessed through written exams and assignments. The traditional curriculum tends to be more rigid and prioritises academic excellence. For further information on traditional curriculum schools, refer to our article on comparing K12 schools. The progressive curriculum, often known as “student-centred”, emphasises holistic development. It encourages critical thinking, problem-solving, and creativity. This curriculum type often integrates traditional subjects with real-world contexts, promoting experiential learning. It values student voice and choice, providing opportunities for independent and group work. Details on progressive curriculum schools can be found in our article on k12 school selection guide. The Montessori curriculum is a child-centred approach developed by Dr Maria Montessori. It encourages self-directed learning and exploration. The curriculum is structured around five key areas: practical life skills, sensorial activities, language, mathematics, and cultural studies. Montessori schools often have mixed-age classrooms, and learning is often hands-on. To learn more about Montessori schools, visit researching k12 schools. The Waldorf curriculum, inspired by the philosophies of Rudolf Steiner, emphasises holistic child development. It integrates arts, sciences, and humanities in a developmentally appropriate sequence. The curriculum encourages creativity, imagination, and social responsibility. It also values the role of play, storytelling, and practical activities in learning. For more on Waldorf schools, review our evaluating k12 school options article. International Baccalaureate Curriculum The International Baccalaureate (IB) curriculum is a rigorous, internationally recognised programme. It aims to develop inquiring, knowledgeable, and caring young people. The curriculum is inquiry-based and encourages students to make practical connections between their studies and the real world. IB schools offer three programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). More information about the IB curriculum can be found in our article on k12 school accreditation. Understanding the different k12 school curriculum options will help parents and students make informed decisions that align with their learning preferences and future goals. It’s crucial to consider each curriculum’s contents, teaching methods, assessment strategies, and overall educational philosophy. For a deeper understanding of each curriculum type, consider visiting schools, speaking to teachers, and reviewing further resources. Factors to Consider in Choosing a K12 School Curriculum Choosing the right school curriculum for your child can significantly influence their learning experience and overall educational success. It’s important to consider a variety of factors while evaluating k12 school curriculum options. Learning Style of the Child Every child is unique and so is their way of learning. Some children may thrive in a structured learning environment, while others may prefer a more hands-on, exploratory approach. Understanding your child’s learning style can help you assess whether a particular curriculum aligns with their needs. Visit our guide on evaluating k12 school options to explore this further. Future Academic Plans The choice of curriculum should also take into account your child’s future academic plans. If your child intends to pursue higher education in a specific country, a curriculum that is recognized and valued in that country would be beneficial. Information on the acceptance and reputation of various curriculums can be found in our article on k12 school rankings. Practical Life Skills In addition to academic knowledge, a curriculum that incorporates practical life skills can be advantageous. This includes critical thinking, problem-solving, communication skills, and financial literacy. These skills can help prepare students for real-world challenges. Our article on k12 school selection guide provides more insights on this aspect. Core Subject Coverage A robust curriculum should offer comprehensive coverage of core subjects such as Mathematics, Science, English, and Social Studies. It should also provide opportunities for advanced learning in these subjects for students who show a particular aptitude or interest. Read more about this in our article on comparing k12 schools. Extracurricular activities play a crucial role in the holistic development of a child. They help in fostering creativity, teamwork, and leadership skills. Therefore, the availability of diverse extracurricular opportunities is a key factor to consider while choosing a curriculum. For more tips on k12 school search, have a look at our article on k12 school search tips. By considering these factors, parents can make an informed decision about the most suitable curriculum for their child’s needs and aspirations. Remember, the ultimate goal is to choose a curriculum that will provide a stimulating, rewarding and enjoyable learning experience for your child. Role of Parents in Selecting the Right Curriculum Parents play a crucial role in choosing the most suitable k12 school curriculum options for their children. This process involves understanding your child’s needs, researching different curriculum options, visiting schools and speaking to teachers, and involving your child in the decision-making process. Understanding Your Child’s Needs The first step in selecting the right curriculum involves understanding your child’s unique needs and learning style. Every child is different and what works for one might not work for another. Consider your child’s strengths, weaknesses, interests, and aspirations. Assess whether your child thrives in a structured environment or prefers a more flexible and creative approach to learning. This initial step sets the foundation for selecting an appropriate curriculum that caters to your child’s individual needs. Researching Different Curriculum Options Once you have a clear understanding of your child’s needs, the next step is researching different curriculum options. Each curriculum has its own unique approach to education and understanding these differences is crucial in making an informed decision. For instance, a traditional curriculum may focus more on rote learning and standardized tests, whereas a Montessori curriculum might emphasize hands-on learning and student-led activities. Be sure to dive deep into the benefits and drawbacks of each curriculum. Our article on evaluating k12 school options can provide helpful insights. Visiting Schools and Speaking to Teachers Visiting prospective schools is an essential part of the selection process. This not only gives you a chance to observe the learning environment but also provides an opportunity to interact with the teachers and staff. Ask about the school’s teaching philosophy, class sizes, and how they handle student assessments. It’s also beneficial to inquire about the school’s accreditation status, which can be an indicator of the quality of education provided. For more guidance on this, read our article on k12 school accreditation. Involving Your Child in the Decision Making Process Finally, involve your child in the decision-making process. After all, they are the ones who will be experiencing the curriculum on a daily basis. Discuss the different options with them and consider their feelings and preferences. It’s important that your child feels excited and motivated about their future learning environment. Remember, choosing the right curriculum is a significant decision that can shape your child’s academic future. It’s not about finding the “best” curriculum, but rather the one that is the best fit for your child. For more tips on this process, check out our k12 school selection guide. Understanding the Impact of the Right Curriculum Choice Choosing the correct curriculum for your child’s K12 education is a decision that carries significant implications. It can shape the student’s long-term academic success, contribute to their personal development, and improve their career prospects. This section delves into the potential impact of making the right choice among the various k12 school curriculum options. Long-term Academic Success The right curriculum lays a solid foundation for a student’s long-term academic journey. It helps inculcate a deep understanding of core subjects, equips students with necessary critical thinking skills, and fosters a love for learning. Choosing a curriculum that aligns with the student’s learning style and future academic plans can result in better grades, higher k12 school rankings, and increased chances of success in higher education. A well-rounded curriculum doesn’t just focus on academic proficiency. It also plays a pivotal role in a student’s personal development. Different curriculums place varying emphasis on aspects such as creativity, social interaction, civic sense, and leadership skills. A curriculum that aligns with a child’s natural inclinations can help them develop into confident, well-rounded individuals. The choice of curriculum can also significantly impact a student’s career prospects. Some curriculums may provide a more solid foundation for specific career paths. For instance, a curriculum that emphasises STEM subjects may be more suitable for students interested in careers in science, technology, engineering, or mathematics. Similarly, curriculums with a strong focus on humanities might better serve those interested in careers in arts, social sciences, or public service. The impact of the right curriculum choice extends beyond the boundaries of the classroom. It’s instrumental in shaping a student’s worldview, influencing their personal growth, and determining their future academic and career paths. Therefore, it’s crucial for parents and students to consider all factors and make an informed decision when exploring k12 school curriculum options. For more guidance on navigating the process of choosing the right K12 school and curriculum, refer to our k12 school selection guide and evaluating k12 school options. 21K School World Read our latest education blogs here. We are pioneers in proffering personalised, affordable and high-quality lessons using an advanced learning platform. Join Asia’s Leading Online School and Unlock Leading Online School and Unlock endless opportunities You may also want to read Crucial things to know about Interior Design Courses in TorontoFeatured 21K School · Feb 22, 2024 · 3 min read Canada vs Australia: Where Should You Study in 2024?University Admissions 21K School · Feb 14, 2024 · 3 min read

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An Invitation to Peace Educators from Dale Snauwaert and Betty Reardon As we look to the 75th anniversary of the Universal Declaration of Human Rights (UDHR), the germinative source of the range of human rights standards adopted over the second half of the 20th century by the community of nations, we are dismayed at the lack of regard that community seems to hold for these standards. Intended as the guidelines for achieving essential conditions of a just and peaceful world society, they are hardly implemented and infrequently invoked. The second decade of the 21st century witnesses “disregard and contempt for human rights” exceeding those that produced “the barbarous acts which…outraged the conscience of mankind…” This is a time when we have cause to question: Where now is such an active global conscience that gave rise to the response that produced the UDHR, adopted by acclamation of the UN General Assembly on December 10, 1948? This apparent absence or obscuring of a sense of global ethics, poses ethical and pedagogical challenges to peace education that must be faced if the field is to be truly relevant to the present peace problematic that challenges the normative aspirations of peace education as never before. While we are aware of the need for establishing new normative standards related to the new challenges, we also note that the norms established in the mid 20th century have an indispensable role in confronting the ethical issues arising in the current global order. We assert that the internationally agreed human rights standards provide a basic code of ethics of global citizenship, comprising essential substance for education, and for ethical reasoning and decision making; core skills to be developed by peace education. Furthermore, such learning should be intentionally embraced as a central purpose of peace education. This dialogue on peace education is guided by two foundational assertions: peace as the presence of justice; and ethical reasoning as an essential learning goal of peace education. We invite peace educators everywhere to review and assess our dialogue and the challenges outlined, and to engage in similar dialogues and colloquies with colleagues who share the common goal of making education an effective instrument of peace. In this way we hope to inspire discourse on cultivating peace, human rights and the moral imperatives of justice; let us strive together to develop core learning pedagogies of ethical inquiry and moral reasoning as essentials of peace education. A note on the meaning of the terms “ethical” and “moral” used in this dialogue. The terms ethical and moral are often either used synonymously or they are defined in distinct ways. In Reardon’s previous work she conceives “ethical” reasoning broadly to include value inquiry, the process of providing justificatory reasons for principles of rights/justice, and the process of applying values and principles to specific cases (Betty A. Reardon, 2010; Betty A. Reardon & Snauwaert, 2011; Betty A. Reardon & Snauwaert, 2015). In Snauwaert’s work he distinguishes these dimensions of normative reasoning as ethical value inquiry, moral reasoning, and moral judgment (Snauwaert, under review). In our dialogue below we refer to all three of these dimensions either separately or under the umbrella term of ethical reasoning. Snauwaert: To begin our dialogue, we can reflect on the nature of peace. Peace has often been conceptualized as the absence of violence. However, instead of defining peace in terms of an absence of violence, which makes violence the operative concept, peace can be conceptualized as the presence of justice. Even from within the narrow perspective of peace as the absence of aggressive warfare, peace is a matter of justice, for security of person is a vital interest; persons have a basic human right to security. In turn, there is a duty to organize society in a way that avoids depriving persons of their right to security, protects them from threats to their security, and aids victims of the violation of their human right to security. The right to security of person imposes duties onto the basic institutional structures of society as a matter of justice. When the existence of structural, systemic injustice is taken into consideration, the parameters of peace expand to include basic questions of social justice relating to a significant range of rights and duties. From this perspective, peace constitutes a social system of cooperation regulated by principles of justice and ethical values essential for the pursuit of a good life. Establishing and sustaining peace within all levels of society, local, national, international, and global, is an urgent moral imperative of justice. Peace as a matter of justice, consequently, calls for an educational approach that is designed to cultivate the capacities of moral reasoning, reflection, and sound judgment in present and future citizens. Could you reflect on the pedagogical processes most suited to this aim? Reardon: My first and fundamental assertion about the relevant pedagogy is that the nature of the learning space or environment is a primary determinant of what will be learned. If the learning intention is the development of capacities for ethical reflection and decision making, then the environment itself must manifest a system of ethics. In the case of the arguments we make here, it must manifest respect for and enactment of human rights. The “what and how” of manifesting human rights in learning spaces will be addressed as we continue this dialogue. The learning intention of developing ethical capacities infuses the way I see this first point of your argument that peace is the presence of justice, a public goal to be reached through citizens exercising their ethical capacities, which I posit as learning objectives. Such is essential to building the requisite “duties into social structures.” Social structures, as we teach in peace education, reflect the values of the societies that construct them. They may appear abstract, but they only manifest in concrete human actions. What we aim for are operative social values derived from deep and robust ethical reflection, a goal that, in turn requires a pedagogy of ethical inquiry. For the educator, the task is devising and posing queries most likely to produce relevant reflection. Indeed, I would argue that in our present circumstances all citizens should be grappling with the formation of such questions to be raised in all public spaces. The inquiry could begin with queries to elicit an assessment of the ethics of the learning environment. I would begin by examining your first point about expanding the definition of peace as an absence of violence, to a more positive definition of peace as the presence of justice. I would like to question the indicators of each definition, and how they might be affecting the relationships that comprise the learning environment; whether and how they might be changed to facilitate all learners achieving their respective learning objectives. There are other pedagogical treasures suggested by your first point that I hope will appear again in our exchanges. Perhaps your second point regarding cultivating peace as an urgent moral imperative of justice will surface some of them as it poses other pedagogical possibilities. Among them, inquiring into a conceptual definition of justice would be a fruitful starting point. Snauwaert: Yes, that inquiry is essential; if we conceive peace as a moral imperative of justice and understand the basic aim of peace education in terms of the pursuit of justice, then we need to explain further the nature of justice. Justice refers to what each person is due or justified in demanding, as well as what we owe to each other; our duties to each other. The fulfillment of what we are due and thus what we owe each other is a matter of how society is organized in terms of its basic institutional structure. Justice does not refer to the whole of morality, including our conception of the good life and what morality demands of us in our personal relationships with others, among many other considerations. It pertains to the organization and functioning of social institutions (political, legal, economic, educational, etc.), specifically the integrated system of social institutions that comprise the basic structure of society. One general approach to normative political philosophy suggests that a just society is built on and through the vast array of ethical and moral relationships and interactions between individuals. A just society is contingent upon the moral soundness of such relationships (May, 2015). However, it can be argued that the normative quality of relationships between individuals is contingent upon the basic institutional structure of society, and if that structure is unjust, then it is difficult at best for individuals to engage in ethical relationships. As the philosopher John Rawls noted: Justice is the first virtue of social institutions, as truth is of systems of thought. A theory however elegant and economical must be rejected or revised if it is untrue; likewise laws and institutions no matter how efficient and well-arranged must be reformed or abolished if they are unjust (Rawls, 1971, p. 1). The basic structure of society is, so to speak, the water in which we swim; if the water is polluted, that pollution conditions the quality of our swimming together. An important way to conceive the subject of justice is to conceive it as the terms or principles that regulate the basic institutional structure of society. If justice pertains to what each person is due and what we owe to each other in light of what we are due, then the principles of justice would necessarily express what each person is justified in demanding as a “moral claim on the organization of society” (Pogge, 2001, p. 200) and what the society is obligated to provide each person as a matter of justice. Given this conception of the subject of justice, what follows pedagogically? Reardon: Following on my focus in our first exchange on the learning environment as a laboratory for testing civic values and competencies, I will focus in this second exchange on your assertion that “A just society is contingent on and through an array of ethical and moral relationships and interactions between individuals.” And your statement that “…justice would express what each person is justified in demanding of society.” As a teacher, I see these assertions as essential to cultivating learning relationships and interactions in the learning environment that would constitute a human web of mutual fulfillment of the claims each learner has a right to make upon their learning community. Justification of those claims would offer learners opportunities to engage in the very form of ethical reflection integral to responsible civic action toward the realization of human rights. It is citizen education in a form so necessary at this time. The fulfillment of claims of individual learners is the responsibility of all other learners in the web of interactions that comprise the learning process, as the fulfillment of claims to rights is the responsibility of the society and the institutions established to carry out the responsibility. In the case of education, schools and universities are the institutions established to fulfill claims to learning. In each class or learning community the learning of each derives in significant part from the learning of all, as the learning of all in the community is in general the aggregation of the learning of each individual, mirroring the relationship of the fulfillment of the human rights of one citizen redounding to greater assurance of the rights of all. Individual learnings, while varied are part of the total learnings of the community. The sum learning is the product of the relationships and interactions that comprise a learning community, a community being persons joined together in pursuit of their common welfare and shared social purposes. A learning community is brought into being by an intention to pursue learning that all agree serves their welfare, an intention they hold is best pursued in community – rather than individually or in non-communal groups – that will contribute to the achievement of commonly held social purposes. The ethicality and efficacy of learning communities are determined by the degree and quality of justice that they manifest. Successful learning communities are those in which individual claims are assessed in terms of their potential effects on the common interest, and in which all learning benefits of the community are fully and equally shared. Effective learning communities interpret harms to an individual’s learning as justice deficits to all. The concept of individual human rights deemed by the UDHR to be the foundation of “justice and peace in the world,” is commonly interpreted as meaning that the violation of the rights of one constitutes a deficit of justice and peace for all (i.e., “An injustice anywhere is an injustice everywhere.”) So, fulfilling claims of individual learners serves to assure that justice and peace are experienced – and learned from – by all in a learning community. What I write here in terms of abstract principles can and should be translated into actual teaching-learning behaviors. As we look to educating toward the principles set forth in this your second point, I would assert that peace educators have a duty and a responsibility to devise and practice methods consistent with a just learning environment. The duty is imposed by the assumed, if not stipulated, moral codes of the teaching profession. The responsibility derives from the personal and individual professional commitments and capacities peace educators have developed through practice, and recognition of the social significance of their teaching stance and methodology. The learners we guide have a human right to claim nothing less than the fulfillment of these duties and responsibilities; failing to do so will serve as a major obstacle to educating for the ethical decision making upon which a just civic order depends.

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Inclusive education - Making the change - Target group This follow-up module will focus on implementing changes in the curriculum of your program. The graduate attributes (eindtermen) of the program, and learning outcomes of individual courses will taken as a starting point. Based on theory, literature searches and discussions with students and peers you will work out a plan with specific actions to implement in curriculum. At the end of the training the participant is able to: - design and implement inclusive lessons and courses - add value to the teaching and learning process - use differentiation techniques to include all students - create a safe learning environment - adjust learning course material, course objectives and activities if appropriat It is recommended (but not mandatory) to first follow the module Inclusive Education – Reaching all your students This training consists of three meetings. We will briefly discuss the BKO module Inclusive Education, if participants have followed this. Some background on hidden bias and teaching and learning in an intercultural classroom will be discussed. Participants will start with an improvement plan for a lesson or entire course based on their learning needs. The Diversity Office will discuss their vision for and mission within the university. Several students will share their experience regarding diversity and inclusiveness in their programs. Participants have the opportunity to learn from these experiences. We will end the meeting with a peer-consultancy session to discuss difficult situations in teaching practice. Literature searches will be discussed, linked to the participants learning question. Participants will then present their improvement plan for their lesson or course, followed by feedback and discussion. At the end of the training you will be able to: - reflect on your expectations towards your students; - check assumptions you have; - interpret students’ diverse needs; - add value to the teaching and learning process; - use differentiation techniques to include all students; - create a safe learning environment; - adjust learning objectives and activities if appropriate. - €375 for Leiden University and LUMC staff - €525 for other participants

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Best Practices for Designing Continuing Interprofessional Education Sue Rose, MPH Population health changes have resulted in new public health challenges for our clinicians. Delivery systems attempting to meet the needs of acute and chronic care have become larger and more complex. There is a greater reliance on technology and a severe shortage of health workforce resources to address primary care demands.1 The need for effective interprofessional collaboration and teamwork to achieve better health outcomes is evident. Interprofessional education (IPE) for collaborative patient-centered practice is considered an important way to ensure that health care providers have the necessary understanding, knowledge, training and tools to enable them to implement strategies designed to promote the active participation of each profession in patient care.2 Additionally, IPE is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by National Academy of Medicine. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients.3 Continuing Interprofessional Development (CiPD) has become an increasingly important component of healthcare education; these activities have been designed to improve our clinician faculty effectiveness at all levels of the educational continuum.2 To teach CiPD activities in a more effective and satisfactory manner and promote organizational change and development, there are unique aspects to planning to which must be adhered. Best Practices to Designing CiPD: - A Shared Vision: Support IPE by incorporating a shared vision of multiple professions or divisions. - Is your target audience interprofessional? - What are the interprofessional competencies that should be addressed to meet this vision? - Analyze the practice gaps: This gap analysis should be conducted by clinicians who are representative of the interprofessional target audience. - Identify gaps in teamwork and team-based care that affect outcomes of care. This provides the foundation for CiPD to address the identified gaps. 4 - Identify the barriers: Interprofessional barriers to practice change may include limited awareness of each other’s knowledge, skills, and abilities relevant to team-based practice or poor communication between health care professionals.4 - Identified barriers, along with strategies for overcoming those barriers, should be utilized in developing you CiPD educational content.4 - Articulate the educational goals and objectives: The goals and objectives for CiPD focus more on preparing health professionals to actually work together in teams in order to improve patient outcomes and safety. - Interprofessional competency development should be integrated into the learning objectives. - Design and implement the educational activities: The design and implementation of the CiPD learning activity is based on the learning goals and objectives and incorporate interprofessional competencies into the teaching. - What learning theories will best achieve these learning goals and outcomes? - Evaluate the educational activities: Changes in individual and team-based practice performance are measured using interprofessional competencies. - Determine the value of the learning process, measure that learning occurred, and assess the changes in competence, performance and/or patient outcomes that have been achieved.4 - Cuff P, Schmitt M, Zierler B, et al. Interprofessional education for collaborative practice: views from a global forum workshop. In: Taylor & Francis; 2014. - Steinert Y. Learning together to teach together: Interprofessional education and faculty development. Journal of interprofessional care. 2005;19(sup1):60-75. - Bridges D, Davidson R, Odegard P, Maki I, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Medical education online. 2011;16. - Owen JA, Schmitt MH. Integrating Interprofessional Education into Continuing Education: A Planning Process for Continuing Interprofessional Education Programs. Journal of Continuing Education in the Health Professions. 2013;33(2):109-117.

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Teaching adults is hard. Not because they are hard to teach, but because mastering adult learning requires unlearning a lot of what you think you know about teaching as a practice. Teachers may struggle with thoughts like, “How can we get adult learners to care more?” and “What if they’re disinterested in the content?” The answer to these questions lies in andragogy, a term coined in the early 1800s as a means of better understanding how adults think and learn. In this article, we’ll address the history of andragogy while providing insight into how you can unlock the potential of your company’s adult learners. Let’s get to it. What is andragogy? Andragogy, which means man-leading in Greek, is the study of adult learning. Its conception as a term comes from Alexander Kapp, a German educator, who created the term in 1833 as a means of developing learning strategies focused on adults. Kapp himself was a high-school educator, and his goal in inventing andragogy was to posit learning as a lifelong necessity and goal as opposed to a short-term foundation for children. In essence, learning isn’t something you grow out of, and it shouldn’t be perceived as a child-like pursuit. There are important differences between how children and adults learn. Andragogy was born from a desire to encourage the practice of lifelong learning. With this in mind, it is important for us to know that adult learning is nothing if not practical, historical, and necessary. Getting started with adult learning As we mentioned, it’s important to note that adults approach learning differently than children. To better understand adult learners, we start with an important question: what is their motivation? For some, there is a relational draw to being in a learning environment. Others see learning as a road to a better standard of living and seek opportunities to improve their job status or secure professional advancement. Sometimes, adults are learning because they are required to do so for their job. And some learn because they have a cognitive need or curiosity to do so. Beyond motivation, what makes adult learners unique from children? 4 principles that differentiate adult learners 1. Adults need to understand the “why” behind learning If you approach adult learners having already defined why your subject matter is valuable for them, you’ve already crossed a major hurdle. Start here and branch out from this value. Unlike children who are placed in learning environments by their caregivers, adults are generally motivated to learn by internal and intrinsic forces like bettering their salary or improving their skills for a future aspiration. Companies with successful adult learning programs know this, and because they take the time to provide learning that is valuable to their employees, they also see positive results in their workplaces. Ultimately, when your learning content has a higher perceived value, it will generate more interest and overall commitment to the learning process. What was once a lackluster job training has the potential to become an engaging experience, leading to higher employee performance and job retention. Learners need to understand what’s in it for them. 2. Adult learning requires drawing from lived experience Children are often approached with a curriculum as if their brains are completely empty, waiting to be filled with information. This may work to teach a child their ABCs, but adults are not like children. Adult learners are not blank slates—their minds are already full of preconceived ideas, personal values, and years of lived experience. From a brain-science perspective, your adult learning strategy should be tasked with connecting your curriculum with the ideas and knowledge they already have. In other words, learning should meet people where they are. When adults are provided with content that connects directly to their lives, you will see learning move from being a transfer of knowledge to a conversation between teachers and students. This way of learning is more dynamic and produces better long-term retention. 3. Adult learning is a form of problem-solving Similar to our second point, adults generally don’t like learning for learning’s sake. Adults are busy and have many other priorities competing for their time. However, if you can root learning content in real problems and circumstances your students encounter, their response will be to care more. Put your learning into context and make it relevant to their day-to-day lives. As a rule, adults don’t want to spend copious amounts of time learning a new idea if it doesn’t immediately provide value in their lives or career. Find ways to demonstrate the return on investment to your adult learners for their time and attention, and you’ll have adults that care more and perform better as a result. 4. Adults favor self-directedness As adults learn and grow, they move from dependence towards self-directedness. Essentially, adults have a need for ownership in the learning process, and it’s important to provide opportunities for ownership throughout your curriculums. Similarly to the “teach a man to fish” Chinese proverb, an adult’s interest in a subject is usually congruent with the amount of responsibility they have over it. Try using learning strategies that involve the learner and are dynamic and engaging. The Tell, Show, Do, Review framework of learning takes adult learners through each stage of the learning process, from content delivery all the way to practice and application. By the end of the process, learners will be practicing and applying their new skills themselves. The Blended Learning Playbook: Designing Experiences That Create Change Blended learning is a practical and effective strategy to support adult learners. But if you try to incorporate too many learning elements, you run the risk of confusing or overwhelming them, derailing your efforts. In this playbook, learn how to structure effective blended learning experiences from the ground up.Get the playbook→ 5 Tips for successful adult learning Understanding what makes adult learners unique is one thing, but learning how to convert our understanding into practice is what matters most. Here are 5 tips you can apply right away to see better results with your learners. 1. Break content down into small steps Adults aren’t going to be happy if you waste their time. They want to know that the time they spend learning is going to provide value and give them ample time to apply what they’ve learned. By taking large concepts and breaking them into shorter learning moments or microlearning, it’s more likely to be remembered by your students and will result in better performance outcomes. This is also a practical approach to learning—adult learners are busy, and it’s much more realistic to chunk learning over time. 2. Use traditional elements of gameplay to create action-driven curriculums Who doesn’t love a good game night? While the idea of gamification may seem like a less serious version of learning, it has been proven to increase learning effectiveness in adults. Try incorporating gamification elements like characters, rules, interactivity, and scoring into your curriculum to engage the competitive side of your learners and motivate progress. Learning is a process, so game elements don’t have to be the entire learning experience—but incorporating some play into the mix can boost engagement and outcomes. 3. Ground your adult-learning content in real-world examples There’s a time and a place for theoretical learning, but when it comes to adult learning, find as many opportunities as possible to ground content in real-life scenarios. Curriculums that take the time to provide everyday examples of concepts provide a reminder of value to adult learners. This will help keep motivation and interest high throughout the learning process while also providing plenty of opportunities for practice and application. Effective scenarios should be strategic, challenge the learner, reflect the real world, and be detailed. 4. Create a safe environment for failure Before a soldier’s boots hit the combat field, they go through intense simulations with their comrades where they must navigate their way through failures in order to learn from their mistakes and plan future success. As it turns out, failure is a crucial part of the learning process and one that we should apply to every adult learning environment. And in reality, there’s no better place for your employees to fail than within a training curriculum. By providing scenarios, simulations, or moments of interactivity in training, you not only give adult learners the opportunity to fail safely but also to learn from their failures for the better. These are the “Do” and “Review” stages of the learning process—bonus points if you can involve elements of coaching and mentorship as your adult learners practice and hone their skills. 5. Improve accessibility to better serve the lifestyles of adult learners Children have the advantage when it comes to uninterrupted time and opportunity for education since it’s built into our societal structure. Once we become adults, making time for continued learning can be a challenge. Many of your adult learners may want to take advantage of their downtime to engage in learning, but long courses only accessible on desktops are a barrier. To combat this, build flexible, easy-to-access, and mobile-friendly learning experiences so your learners can decide when and where learning best fits in their day. Even less traditional forms of learning, such as podcasts, have the ability to fit easily into people’s schedules while also providing accessible learning moments. Looking for inspiration on accessible, flexible learning that works beautifully on every platform and device? Check out some of the learning experiences we’ve created here at Maestro! Transformed learners transform the world When people feel they are empowered and supported to better their lives, there’s no limit to the good they can do in the world. By understanding adult learners better, organizations have the opportunity to grow their people and their bottom lines. Want to simplify your learning-design process? Download our free guide for designing learning experiences grounded in adult learning theory.Get the guide→

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