Tqr project pal mgetting started_april2010

This document provides guidance for students on evaluating their G321 media project. It outlines that students must answer a set of evaluation questions using digital technology rather than just writing. Questions address how the media product uses or challenges conventions, represents social groups, would be distributed, targets audiences, and what was learned. Students can create a presentation, blog, podcast or DVD to present their evaluation, with no word limit but an encouragement to use multimedia. The evaluation is due on April 9th.

Final Reflection Presentation

The document summarizes Brandon Cormier's lessons learned in the second half of the semester as a student. Some key lessons included the importance of time management when creating proposals and newsletters, following guidelines for projects, the value of peer evaluations, and adapting to new design and formatting tools for business success. Cormier also discusses using a functional outline to organize a program proposal, applying the "Five C's" writing technique, learning about business documents from assigned readings, and the benefits of group scheduling and visual aids for presentations.

Final reflection presentation

The document summarizes lessons learned from the second half of the semester. It discusses using a functional outline to organize a program proposal, the importance of following guidelines and peer evaluations, and learning to adapt to new design tools for business success. Various writing and communication tools are examined, including the Five C's for well-developed writing, choosing the proper audience for business documents, the benefits of group scheduling and visual aids in presentations, and using newsletters to build relationships with clients. The importance of technology, grammar, and continuous learning are also emphasized.

Cool App Assignment

Jan Ahrensggu

This document outlines an assignment for a marketing course that asks students to present on the contemporary marketing uses of various social media platforms. Each week focuses on a different platform. Students must research an interesting, unique marketing application ("Cool App") within that week's assigned platform. They then create a 2-3 slide PowerPoint presentation summarizing the Cool App, relating it to course readings, and analyzing its marketing implications. Presentations are 3 minutes long and are due the Sunday before the student's scheduled presentation date. Successful assignments will demonstrate understanding of marketing concepts and expand classmates' knowledge of the topic.

English 313 Project 1 Schedule-F2F-TTH

Shannon Dryden

This document outlines the schedule and assignments for Project 1 of the ENGL 313 Business Writing course over 3 weeks. It details the homework, in-class activities, and deadlines for each week. Students will draft a business correspondence package, get peer reviews, and create an audio podcast on a business writing topic. They will revise all deliverables based on peer feedback and submit them by the final deadline of Sunday January 27th. Late submissions will receive point penalties.

How soon can make a project done

Feonn Lai

The document outlines steps to develop a useful product for people: Step 1 is to choose an objective. Step 2 introduces the main contents and need for an object with daily advantages. Step 3 works within a limited time to prove contents. Step 4 gets people involved to show outstanding results. Step 5 provides examples of applying a sample. Step 6 details packing the sample conveniently with protection. Step 7 finds a suitable place to properly display the product image.

Peer coaching workshop2_final2013

carena

This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes: 1. A review of the previous workshop and homework assignments from 9-10am. 2. From 10-10:30am, participants will learn new digital pedagogy strategies by sharing web tools and software with each other. 3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons. 4. From 1:30-2:30pm, the document discusses preparing for peer coaching by outlining the roles and skills of an effective coach and

Dir top issues internships

The document outlines the agenda for a leadership summit session focused on increasing productive paid internships for students. The agenda includes: 1) A 5 minute orientation and question description section to introduce the topic. 2) A 15 minute small group discussion to identify potential solutions and strategies. 3) A 45 minute report out where each group shares a solution and strategy, recorded in real-time on an online discussion platform. 4) A 10 minute wrap-up discussion on implementation challenges and next steps.

Prod lab week one 10 11

Dave Harte

The document outlines an MA production lab module that uses a project-based approach. Students will undertake a production project, critically evaluate their work, and reflect on the process. They are organized into project boards, with students responsible for providing updates on their progress to their board through highlight reports and issue logs. The timeline details three phases: an initial audit, experimentation with production techniques, and consolidation of learning. Students will be assessed through a lab report and project proposal. An example lab project outlines plans to edit a local website, innovate content approaches, and establish an editorial stance to make the blog sustainable long-term.

Starting the Presentation

cachs_computing

This document provides instructions for creating a presentation in PowerPoint. It explains how to open PowerPoint, add additional slides, include headings on each slide from a planning sheet, and add text content. Students are also instructed to proofread each other's presentations by checking for understandability, spelling errors, use of bullet points, and appropriate amount of text. The objectives are to create a new presentation, understand using bullet points, know how much text fits on each slide, and add researched text.

Gas properties summary ansewr

ssuserfa5723

This document provides instructions and a grading rubric for an assignment related to creating an agenda for a class meeting. It asks students to agree on a meeting date, draft the agenda with the instructor in advance, and ensure the agenda is complete, organized, free of errors, and posted in the appropriate location and communicated to classmates in a timely manner. Students will be graded based on meeting these criteria, with a total possible score of 10 points.

Dir top issues recruitment

The document outlines the agenda for a leadership summit session focused on effectively recruiting new students. The session will have 4 parts: 1) A 5-minute orientation on the question of how to recruit new students; 2) A 15-minute group work period to generate solutions and strategies; 3) A 45-minute report out where each group shares a solution and strategy for discussion; 4) A 10-minute wrap-up discussion on implementation challenges and using an online platform to continue the conversation.

David Coarsey: Using Data to Drive Course Quality Improvement

eaquals

This document discusses using data and technology to drive continuous course quality improvement. It outlines a plan-do-check-act cycle for gathering data on learner outcomes, identifying areas for improvement, implementing changes, and verifying their impact. Specific tools mentioned include the AIMS technology platform for collecting data, processing it to identify learner needs, and using systems like my.Eurocentres to share best practices and targeted solutions across individual teachers, classes, and schools. The goal is to harness data to enable more efficient, personalized learning and a cycle of continuous improvement.

Evaluation

EACESpeedLearningSessionJune15

Angelique Kim

A Twitter chat is being used to increase brand awareness for a university office and collaborate with a department that has never worked together before. The document provides best practices for using Twitter chats, including identifying a partner, learning the technology, planning the session, implementation, and evaluation. It also discusses how previous Twitter chats have helped hatch new relationships by engaging more students and faculty. Going forward, the Twitter chats may be expanded to include live feeds at events or working with additional departments.

Tqr project pal mgetting started_april2010

The Project PALM facilitators met in March 2010 to clarify project ideas submitted by participants. Some action plans required further details to ensure aligned activities for the 10 week professional development program. An email outlining project activities, outcomes, support and budget requirements was sent to participants and managers. Facilitators will now work with participants to begin their projects. The document provides tips for participants to get started, including designating work time, connecting with colleagues, recording issues, and checking in with facilitators monthly. Participants are asked to provide a paragraph on project progress by May 1, 2010 and told to contact facilitators or the project manager with any questions.

Tqr project palm acceptance2010

The document summarizes a project called Project Palm that is aimed at reinvigorating work practices in areas like e-learning, assessment, and instructional design. It notes that over 40 people from over 20 training areas across multiple TQR campuses will be participating in the project and collaborating across locations. It provides information on next steps participants should take like meeting with facilitators, completing documentation, and starting the action plan activities for April through June. It describes how facilitators will support participants and notifications about learning and development sessions. It requests that participants continue working on outcomes, keep in touch with facilitators, and track hours if receiving funding. An evaluation will be completed in June to capture outcomes.

Looking ahead to week 4 of NR631 👀Robert DavisAll SectionsN.docx

washingtonrosy

Looking ahead to week 4 of NR631 👀 Robert Davis All Sections No unread replies.No replies. Hi everyone! You've now completed three weeks of NR631 (assuming that your literature review is done), and you are ready to move forward to week 4. I'll be grading your TD participation hopefully on Monday and then I'll work on your literature review assignments starting on Tuesday. This is a more extensive assignment and I have assignments due in other courses so it might take me a little longer to get your lit reviews back. I'm anticipating some excellent literature review on your great CGE topics 😎. Let's take a look at what lies ahead in week 4... Introduction In week 4, the lesson title is "Communication in Project Management" and we'll be addressing the following course outcomes: CO #1: Apply leadership skills of project management as a nurse executive in an organizational setting to develop, implement, and evaluate successful project plans (PO 4,5) CO #3: Exemplify professional values and scholarship that support the role of a student in a practicum setting (PO 4) (this is in reference to your time at your practicum site and you'll see this each week) CO #5: Apply professional values characteristic of the competent and caring nurse executive that promotes holistic care principles and an appreciation of cultural humility (PO 1,3,4) I encourage you to keep these course outcomes in mind while you read your text, articles, and lessons, as you participate in TDs, as you participate in practicum hours, and as you complete assignments. Reading: Your week 4 reading consists of three articles from peer reviewed journals. Two would be considered "scholarly" by Chamberlain definition as they are within five years old. The Culo article is from 2010 but it's a very good article so I decided to keep it. Please be sure to read these articles prior to constructing your initial TD post. Lesson: This week's lesson is about communication and building a communication plan. One point the lesson brings out is that, like most of the templates we are using, many organizations have their own formats or templates. I encourage you to reach out to the PM professionals in your organization and ask about this and compare our template to what you use in your organization. If your organization doesn't use a communication plan, it may be something you can suggest as a value added step. Collaboration Cafe ☕️: The week 4 discussion is a Collaboration Cafe ☕️! As with all TDs and Collaboration Cafe's the reduced participation guidelines are in effect for those who need them. I will be reviewing posts each day to make sure you're headed in the right direction. A note of interest...this CC is actually based on an idea that an NR631 student shared in the old week 4 TD. I thought it was such a great thought that I used it (with her permission) to form this learning activity. I hope you enjoy it and I look forward to the knowledge you'll build! Graded Assignment: .

Tqr project palm informationsession_ve-mentoring250310

This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010, with teachers committing around 30 hours over the semester. Project PALM is open to those within TAFE Queensland Regional but also allows involvement through networks and shared resources.

Tqr project palm informationsession_ve-mentoring250310

This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.

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Tqr project palm informationsession_ve-mentoring250310

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This document summarizes a web conference about Project PALM, which provides professional development for VET teachers. Project PALM aims to promote instructional design, blended/e-learning, and assessment. It involves teachers developing action plans around a teaching issue and receiving support from Project PALM facilitators. Draft project applications focus on areas like instructional design, e-learning and assessment. The timeline runs from February to June 2010. Teachers commit to working on their project for at least three hours per week. Project PALM is conducted across TAFE Queensland but open to wider participation.

2017 Ideas to Action Presentation

Bonner Foundation

Charting the Future

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Thousands of students, faculty, and staff have contributed to Charting the Future over the past three years to improve student success and to strengthen our colleges and universities. Learn about the work that has taken place since the eight implementation teams wrapped up their work in June; how the teams’ ideas have resulted into a work plan for the system; and how you can become more involved.

NR640B Complete Course Latest 2023.docx

stirlingvwriters

This document contains discussions for 8 weeks of an NR640B nursing informatics course. It includes prompts for collaboration café discussions on topics like important aspects of project management, the role of the informatics nurse specialist, social determinants of health, interprofessional collaboration in project planning, RACI charts, budgets, executive summaries, and a final reflection. Assignments described are a learning agreement, scope and charter documents, ePortfolio setup, and a Gantt chart and risk registry. The document provides information for students in the course, including discussion prompts, assignment purposes, instructions, criteria, and submission guidelines.

Professional Development PlanCUR520 Version 11Directi.docx

briancrawford30935

Professional Development Plan CUR/520 Version 1 1 Directions Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations. Include the following: · A needs assessment of the area you have chosen (based on student achievement data) · Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals) · Future plans for on-going evaluation and monitoring Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups. Consider collaboration among the following groups: · Staff and teachers at the school level · Parents and community members in the school community · Online with others in the teaching profession nationally and worldwide The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following: 1. Development, articulation, and implementation of a vision of student learning · Include how your vision of student learning supported the vision of the school · Describe how you will communicate your vision · List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation 2. Planning, collaboration, and implementation · List the stakeholders involved in the process and their roles · Explain how you included stakeholders to collaborate in the process · List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications · Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings · Describe how you will use internal and external resources to implement your plan 3. Goals and topic(s) of the session · Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues · Explain how you will use student demographic data and other school/community contextual data in preparing the se.

Week 4 The Communication PlanSubmit AssignmentDue S

ladonnacamplin

Week 4: The Communication Plan Submit Assignment Due Sunday by 11:59pm Points 50 Submitting a file upload NR631 W4 Communication Plan Guidelines and Rubric NR631 W4 Communication Plan Template Purpose The process of project management has five phases: (1) design and initiation, which you just completed; (2) finalizing your plan before implementation, which you will do now; (3) implementation; (4) monitor and control; and finally, (5) evaluation and lessons learned, as well as knowledge transfer. During Phase 2 (finalizing the project plan), you will continue to create the tools and documents you will need when you implement your project as the project manager in Phase 3. Week 4: Communications Plan Week 5: Deliverables and Critical Success Factors (CSFs) Week 6: Work Breakdown Structure (WBS) and Gantt Chart Week 7: Risk Management and Human Resource Management Plans In this assignment, students act as project managers to develop and facilitate project communication, including the variety of communication needs for all team members and stakeholders. The project manager is responsible for all project communication. The communication plan the project manager develops and disseminates must detail the types of communication expected throughout the project. It also documents how the information and reports will be shared and when. To assist you, there is a document you will complete and attach as an appendix to the professional paper you will submit, and an example of communication planning above. Course Outcomes This assignment enables the student to meet the following Course Outcome (CO). CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement, and evaluate successful project plans. Due Date: Sunday at 11:59 p.m. MT at the end of Week 4 Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student's request is not approved, the assignment is graded and a late penalty is applied as follows: Monday = 10% of total possible point reduction Tuesday = 20% of total possible point reduction Wednesday = 30% of total possible point reduction If the student's request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows: Monday = 10% of total possible point reduction Tuesday = 20% of total possible point reduction Wednesday = 30% of total possible point reduction Total Points Possible: 50 Requirements Complete the Communication Plan document. Attach it as an appendix to the professional paper you will develop following the guidelines for writing professional papers found in the Resources tab. Grammar, spelling, punctuation, references, and citations must be consistent with formal academic wr ...

Fall 2013 Syllabus: Social Media in Public Relations

Vinita Agarwal

Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding. (c) Vinita Agarwal. All Rights Reserved.

Induction BAPP Arts 27.9.16

Paula Nottingham

This summary provides an overview of the key points from the document: 1. The course is self-managed learning where students are expected to study independently for approximately 6 hours per week while balancing other commitments. 2. Students will have an academic tutor to help guide them and deadlines for drafts and final work are important to meet. 3. The assessment involves a 1000-word summary of learning evidence based on learning outcomes and feedback from an academic advisor. Students will submit their work in January 2017.

Critique 1You have great reflection. I could not concur mo.docx

faithxdunce63732

Critique 1 You have great reflection. I could not concur more with you on the importance of involving students directly and indirectly in the learning procedure and how it will facilitate teachers to assess the learner performance in their developmental phases. You noted that the teacher should focus on developing the learners’ capacity to perceive and appreciate things from different learning perspectives. I do agree with you, but how can we do that? I would like to know your opinion on this point. Regarding to the memorization strategy of learning, memorization is one of the most difficult way for me to deal with. I could not memorize a lot and I can spend a night to memorize one passage. Till today, I could not find a way that makes me able to memorize more. It is really important that teachers and instructors understand that memorization for some students, like me, is very hard and sometimes impossible to memorize. Critique 2 Meaningful learning occurs when learners are ready, and the materials are appropriate to the learners. If we don' t have any information about the learners, the materials we prepare for the learners might be useless. So I think knowing the readiness of the leaners is very important, and all the learners have different needs, that's why teaching learning strategies is very important. Even the leaners have exposed different learning and cognitive environment, they can choose a strategy we teach , which helps them experience meaningful learning. Critique 3 I really liked your reflection and the way you clearly stated your opinion. I noticed that you didn’t talk about both Bruner’s and Vygotsky’s theories mentioned by Driscoll (2005), in this week’s chapter. I would love to read more about your opinion regarding these two important theories by these two great figures and maybe compare them with the model of Collins and Stevens. Critique 4 “The teacher involve students directly in the learning process because this will help them appreciate their weaknesses” I was wandering if the students involve in the learning process how they will appreciate their weakness? I think no one appreciate his\her weakness all of us could appreciate our hard work but not our weakness. What do you think? You said, “Learning should not be viewed as a class an in-class process alone rather a lifelong process that takes places everywhere” I believe that what we have learned in any educational place should we benefit from it to solve the problems outside of educational place. However, you mentioned, ”The process of meaningful learning is an outcome of interaction of the teaching process, and the way the learner is receiving and processing the information” but do you think also that culture and social play important role to produce meaningful learning process? I have Chosen Wayne Metropolitan Community Action Agency for Assignment this must be used for the assignment. Their website is www.waynemetro.org/we-can-help I have already prepared a .

Student-Centered Intervention PlanThis final project synthes.docx

orlandov3

Student-Centered Intervention Plan This final project synthesizes learning into a Student-Centered Intervention Plan (Part A) along with a summary of the plan (Part B). This project is a culmination of your learning during the course and utilizes what you have contemplated, discussed, and created during Weeks One through Five. Prepare To begin this project, identify an original learner with a specific need as shared in the Week Five discussion. This need could be academic, behavioral, or social. Ideally, this person should be a realistic individual based on your own previous knowledge or experience who needs support through intervention. The learner you identify could be a particular student you have had experience with, a child whom you know well, or an adult learner for whom you have provided training or anticipate training in the future. As you have learned and practiced, the time that you spend designing relevant and purposeful interventions, identifying potential challenges, and collaborating with relevant stakeholders benefits the learner and promotes sustainability of learning. A completed, model intervention plan , previously referenced during Week Two is once again available for easy reference. Writing the Final Project: Student Centered Intervention Plan Create your plan by following and utilizing the Week Six Student-Centered Intervention Template Part A: Intervention Plan Template All required components listed below are found on the Intervention Plan template. Identified Need of Individual: Describe the problem or issue needing improvement as either academic, behavioral, or social/emotional. Goal or Outcome for the Intervention: Describe what you want to happen at the end of this intervention. Screening Data: List the data you collected, observed, and analyzed to help identify the need for intervention. Intervention Description: Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology. Differentiation: Explain how this intervention provides differentiation for the learner. Recommended Timeline: Outline the approximate duration and any stages involved in the implementation of the intervention from start to finish. Explain why you believe this timeline is appropriate. Progress Monitoring: Describe the frequency with which you will monitor student progress and how you will do so. Goal Setting/Motivation: Include a student-centered approach to your intervention and describe how it serves to motivate them to improve. Collaboration: Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators. Specific Examples: List at least five days/steps of the plan you have developed. Be specific enough that another person could review the plan and be able to implement the intervention in your absence with the directions listed. Data Checkpoints/Progress Monito.

Building A Master Schedule

DRPF Consults

The document provides guidance on building a master schedule for a school and outlines the key steps in the process: 1. Begin the process in October by reviewing curriculum, courses, and prior schedules to determine changes needed. 2. In February, have students preregister for courses to gather enrollment data and determine course sections and staffing needs. 3. In March, use enrollment and staffing projections to determine teacher demand and course loads to assign teachers. 4. Address potential scheduling conflicts like singletons, parallel courses, and team teaching when building the schedule.

School long range planning - a sound strategy

esbabb

The document provides guidance on developing a long-range strategic plan for a school library, outlining key components like establishing a planning committee, conducting a community needs assessment, creating mission and vision statements, developing multi-year goals and objectives, and producing annual action plans to document progress. It emphasizes that planning allows libraries to be connected and relevant by anticipating future needs and preparing for changes, and encourages the use of tools like wikis and blogs to facilitate collaboration and communication during the planning process.

project report

Kerrie Noble

The document outlines meetings held with John Paul Academy to develop STEM engagement activities, including developing a shared timetable and improving communication methods. It also discusses organizing a university visit that included workshops on rapid prototyping and manufacturing processes, as well as departmental visits. The report reflects on lessons learned to improve planning and coordination of future STEM projects.

Tqr project palm informationsession_ve-mentoring250310

The document summarizes a web conferencing session about Project PALM, which aims to promote professional development for vocational education teachers. It involves teachers developing projects focused on instructional design, blended/e-learning, or assessment. 46 draft projects were proposed across these areas. The Project PALM team is facilitating support and resources for participants to achieve project outcomes over the semester. The session demonstrated the web conferencing platform and discussed guidance, timelines, and opportunities for collaboration within the TAFE Queensland network.

Communication and Technology Spring 2016

Vinita Agarwal

This document outlines the policies and schedule for Dr. Vinita Agarwal's Spring 2016 CMAT 465 Communication and Technology course. Key details include: - The course examines innovations in communication techniques and technologies and meets Tuesdays and Thursdays from 9:30-10:45AM in TETC 277. - Dr. Agarwal can be contacted via email or during her office hours. - Students are expected to actively engage with course readings, discussions, and activities involving technologies like Microsoft Publisher and app design. - Attendance is mandatory and participation is an important part of the grade. Late assignments will be penalized.

Learning Outcomes.pdf

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This document outlines the learning outcomes and requirements for a hospitality management placement paper. On completion, students should be able to contextualize their placement organization, critically reflect on their personal and professional development during placement, critically evaluate how their project connects to academic literature, and demonstrate appropriate academic communication skills. The paper requirements include obtaining a minimum 50% mark and submitting all assessments. Students are responsible for attending scheduled classes, accessing resources on Blackboard, following submission instructions, and meeting weekly with their assigned academic supervisor to discuss their placement progress and reports. Primary data collection such as surveys and interviews is not permitted without approval.

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This document outlines the steps for a training program, including preparing by watching presentations and reviewing resources, participating through tasks and practicing techniques, providing feedback through weekly reflections, and assessing learning with a final submission. The training covers various topics through lectures, multimedia, reflection documents, technique guides and health professional self-care assessments. Progress is saved in a personal learning portfolio tagged to competency standards.

Pc1101 weekly brief template collaborate images

This document provides an overview of the weekly activities and topics for an introduction to pharmacy course. It includes details of two guided learning sessions on the weekly topic and communication skills, as well as a laboratory practical session and assessments. The topic focuses on developing skills and knowledge around specific pharmacy competency standards and domains. Students are given preparation and discovery activities to complete independently as well as guidance on assessing their existing knowledge and working through challenges and key points of the topic.

JCU pharmacy2021 e-portfolio student

1) JCU pharmacy students will use the PebblePad e-portfolio tool to store and reflect on learning activities, assessments, and competency achievements throughout their 4-year degree. 2) In 2021, first-year pharmacy students will be the first cohort to use an e-portfolio, as part of JCU's new distributed pharmacy program across 3 campuses. 3) The e-portfolio, LearnJCU, and online classrooms will be the main online learning tools. Students will receive training and support to use these tools, starting with an introduction to the e-portfolio.

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E portfolio pedagogy pharmacy2021-september2020

This document outlines 5 pharmacy domains for developing competency standards: 1) Professionalism and ethics with 1.1-1.6 standards and 22 enabling competencies, 2) Communication and collaboration with 2.1-2.4 standards and 12 enabling competencies, 3) Medicines management and patient care with 3.1-3.6 standards and 25 enabling competencies, 4) Leadership and management with 4.1-4.7 standards and 22 enabling competencies, and 5) Education and research with 5.1-5.3 standards and 13 enabling competencies.

E portfolio pedagogy pharmacy2021-september2020

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E portfolio pedagogy pharmacy2021-september2020

1. The document discusses the use of e-portfolios and Pebble Pad learning technology at James Cook University to support pharmacy curriculum and assessment. 2. Students will complete activities and assessments tagged to relevant professional standards, and collate evidence of skills and knowledge across their degree program. 3. The document provides examples of activity worksheets for a first year pharmacy subject, outlining how students map their work to professional competencies and standards.

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The document discusses the iterative design process for an online postgraduate course in financial advising. Key points: 1. The course consists of 8 subjects being designed for a 6-week carousel model to provide qualifications for financial advisers by 2024. 2. An active, collaborative approach is taken, informed by educational theories of connected learning. Subjects will include scenario-based assessments and focus on communication, collaboration, creation and feedback. 3. The design process is ongoing, with further consultation in January 2020 to consolidate design elements like topic outcomes and assessment, and finalize the online course structure. The new qualification is a work in progress designed sustainably.

Project sustainability 2009 ppt

The document describes a project called "Project Sustainability" funded by the Australian Flexible Learning Framework to build the e-learning capabilities of staff at TNQ TAFE. The project aimed to reflect on current e-learning competencies, refine resources and strategies for a sustainability unit for e-learning, and reinvigorate professional learning using a workplace action learning model. Key barriers to e-learning implementation identified in previous research such as time constraints and lack of management support would be investigated. The project was managed according to the "Ripples Model" and involved several TNQ TAFE staff participating in reflection, refinement, and review activities to strengthen e-learning practices.

Tafesw hairdressing plc_update_april2015

The hairdressing team at TAFE Queensland is 12 weeks into developing online content for hairdressing units. They are consolidating topics across units, sourcing new images and activities, and mapping topic content. Specific tasks completed include reviewing and rewriting content for cutting units, adding videos to topics, and unpacking learning objects to incorporate tasks. Upcoming work involves recording consultation videos, finalizing images, and developing online content and activities for several haircut design and analysis topics.

Tafesw hairdressing plc_update_april2015

The team is 12 weeks into developing new online learning resources for the hairdressing cutting cluster at TAFE Queensland. They have consolidated content into relevant topics aligned with course units, sourced new images and activities, and mapped topics across clusters. Specific tasks completed include reviewing and rewriting content for the SIHHHCS301A unit, chunking haircut structure videos and adding them to topics, and reviewing Cyber-hair toolbox learning objects to identify tasks. Upcoming tasks include recording consultation videos, finalizing caricature images, and developing full webpages for topics like haircut design and analysis. The team will also consult with colleagues around the country on video production and resource feedback.

Design haircut structures tipspowerpoint plc

The document summarizes the work of the TAFE Queensland Hairdressing Professional Learning Community over 8 weeks. They mapped hairdressing content into topics aligned with qualifications, developed introductory scripts for each unit, and reviewed and rewrote content for one unit. They cut existing haircut structure videos into smaller segments for a YouTube channel. Images were also reviewed and sourced for a unit. Three learning objects from a toolbox were reviewed for tasks and modifications. A word document outlines each topic and identifies subtopics to become online pages with content, questions, and activities.

Digital content leading practice evaluation interview

Digital content leadingpractice_webconference9_aug3

The document summarizes a web conference that took place on August 3rd, 2012 about digital content. It discusses reviewing progress on projects, sharing learning through blogs and forums, applying digital content understanding to real world contexts, gauging what has been learned in the capability program, and next steps including a workshop in September. Apologies were given by Sandie McCoy and a video was watched to energize participants and relate to the topic of digital content.

Digital content leading practice _webconference

This document outlines 10 challenge activities for participants in a 10 week Digital Content - Leading Practice Capability program. The activities include: connecting with a buddy weekly; commenting on blog posts; creating digital content; contributing a podcast; co-creating a video; completing moderator training; collaborating with a mentor; setting up a portfolio; designing an infographic; and attending web conferences.

Digital content leadingpractice_webconference7_june22

Digital content leadingpractice_webconference6_june8

This document summarizes a web conference that took place on June 8, 2012. It provides an agenda for the conference that includes reviewing feedback from a previous workshop, discussing action learning projects and how attendees can be helped, and choosing presentation formats such as Prezi, videos, ebooks, and voicethread. The document also provides next steps which are the next web conference on June 22 and an in-person workshop in September, as well as contact information for the organizer.

Dclpheptathlon

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