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To help campuses ensure that their online courses are learner centered and well designed, a team of Open SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review.
The OSCQR rubric specifically targets online course design. The OSCQR rubric is unique and differs from other online course quality rubrics in several ways. It is not restricted to mature online courses. The rubric can be used formatively with new online faculty to help guide, inform, and influence the design of their new online courses, and, it is non-evaluative.
Conceptually, the rubric and the online course review and refresh process are implemented as a professional development exercise designed to guide online faculty to use research-based effective practices and standards to improve the quality, effectiveness, and efficiency of their online course design, rather than as an online course evaluation, or quality assurance procedure.
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The eLearning Toolkit is a collection of eLearning concepts and technologies available at Western University.
Discover new eLearning possibilities by browsing through concepts and technologies.
Find an eLearning-related term. Learn what it is, how to use it, and where to get more information.
Achieve eLearning outcomes by learning about the eLearning options and tools available.
The transition from medical student to junior doctor is one of the most challenging in medicine, affecting both doctor and patient health. Opportunities to support this transition have arisen from advances in mobile technology and increased smartphone ownership.
Mobile learning (mLearning) devices (such as tablets and smartphones) are increasingly part of the clinical environment but there is a limited and somewhat conflicting literature regarding the impact of such devices in the clinical learning environment. This study aims to: assess the impact of mLearning devices in the clinical learning environment on medical students’ studying habits, attitudes towards mobile device supported learning; and the perceived reaction of clinicians and patients to the use of these devices as part of learning in the clinical setting.
Das Institut für Technische Bildung und Hochschuldidaktik gehört zum Dekanat Gewerblich-Technische Wissenschaften der Technischen Universität Hamburg-Harburg. Das Institut bietet die beruflichen Fachrichtungen Medientechnik und Elektrotechnik-Informationstechnik für das Lehramt an beruflichen Schulen, sowie das Unterrichtsfach Arbeitslehre/Technik für das Lehramt der Primar- und Sekundarstufe I und Lehramt für Sonderpädagogik an. Das Verhältnis von Technik, Arbeit und Bildung in der Facharbeit steht dabei im Mittelpunkt aller Forschungsaktivitäten.
In eigener Sache: Über Rechtsfragen in der Bildung, Wissenschaft und Lehre informiert ein Leitfaden zum E-Learning. Die jetzt veröffentlichte neue Fassung berücksichtigt auch die neuen, ab März 2018 geltenden Regelungen des Urheberrechts.
Use of expert-led workshops plus consultation has been established as an effective strategy for training community mental health (CMH) clinicians in evidence-based practices (EBPs). Because of high rates of staff turnover, this strategy inadequately addresses the need to maintain capacity to deliver EBPs. This study examined knowledge, competency, and retention outcomes of a two-phase model developed to build capacity for an EBP in CMH programs. Login at top right hand side of page using your SSSFT NHS OpenAthens for full text. SSOTP- Please contact the library to receive a copy of this article - http://bit.ly/1Xyazai