Home
Search results “Course instructional evaluation plan”
Curriculum Design Part 1: The High-Level Planning
 
09:18
A series on using visual thinking to plan out your curriculum. Getting Started with Sketchnoting (Free Download): http://geni.us/Wo6w Show notes for this video: http://geni.us/pJ6BH3Y My name is Doug Neill and I'm passionate about creativity. I teach a skill called sketchnoting (also known as visual note-taking and graphic recording), which for me is a gateway to doing better work. Check out the resources below for more info. ** Resources ** An Introduction To Visual Note-Taking: http://geni.us/DFJw0 Sketchnoting In The Classroom: http://geni.us/0jlmV How To Make Sketchnote Videos: http://geni.us/uzXlBq Learn In Public: http://geni.us/SdNM9 The Verbal To Visual Community: http://geni.us/tyI2N8a **Social** Facebook: http://geni.us/y12DR Instagram: http://geni.us/5z1bT7a Twitter: http://geni.us/KwC9yL
Views: 85835 Verbal To Visual
Instructional Design Part 5 – Formative Evaluation
 
18:33
This video is Part 5 of a series on the Instructional Design and Development process focusing on the Dick & Carey Model from the textbook The Systematic Design of Instruction. This part focuses on how to conduct a formative evaluation. It discusses the various methods and strategies for data collection, and how to make a formative evaluation plan. The series author was a student of Dr. Walter Dick who is referenced in the video. Table of Contents: 00:04 - Introduction 00:17 - Let go your ego! 00:37 - Goal-free vs Goal-Based Evaluation 01:05 - 3 Things to Evaluate 01:13 - Content 01:21 - Does it measure what you intend to measure? 01:33 - Do all parts match? 01:47 - Does it fit the audience? 01:57 - Does it work? 02:09 - Process 02:29 - Format 02:42 - When to evaluate? 02:50 - Sources of feedback 03:31 - Demographics 03:47 - Diagnostic tests 04:11 - Performance 04:26 - Attitudes & motivation 04:39 - Survey scales 06:14 - Margin notes 06:31 - Interview techniques - Concurrent 07:11 - Interview techniques - Retrospective 07:24 - Results 07:39 - Date collection 08:18 - Subject matter experts 08:33 - Expert reviewers 08:58 - Knowledgeable learners 09:22 - Ones on ones 09:48 - Dyads 10:09 - Small groups 10:30 - Grid approach 11:31 - Field trial 12:01 - Variations - Different delivery systems 12:37 - Organizing 13:04 - Getting subjects 13:43 - Setting up 14:10 - Conducting the session 14:57 - Providing follow-up 15:25 - Data collection issues 15:53 - Formative evaluation plan 17:58 - Quote - Theodore Roosevelt 18:05 - References
Views: 2465 Catherine Fulford
Implementation and Evaluation of Educational Technology | MITx on edX | Course About Video
 
01:44
Take this course for free on edX: https://www.edx.org/course/implementation-evaluation-educational-mitx-11-133x ↓ More info below. ↓ Follow on Facebook: https://www.facebook.com/edX Follow on Twitter: https://www.twitter.com/edxonline Follow on YouTube: https://www.youtube.com/user/edxonline About this course This course provides a practical overview for selecting, implementing, and evaluating educational technology initiatives. Schools are recognizing the potential for technology to transform teaching and learning. However, bringing technology into the classroom in a productive way is easier said than done. How do educators and others decide what kind and type of educational technology to use in the classroom? Which stakeholders influence that decision? What factors determine the success or failure of educational technology initiatives? How do we determine if these implementations are successful? This course provides a practical overview for selecting, integrating, implementing, and evaluating educational technology initiatives in formal educational settings, primarily in the US. It will include the perspectives of stakeholders that make such initiatives possible, and consider how to evaluate for efficacy. The audience for this course includes current and future teachers, entrepreneurs, developers, practitioners, and leaders in educational technology. Through four units over seven weeks, participants will develop an awareness and understanding of the “ecosystem” surrounding the implementation of educational technology in a formal educational setting. Participants will work towards creating a final project that synthesizes the main ideas from the course.
Views: 9381 edX
e-learning Instructional Design online pedagogy elearning ID distance education strategy models
 
00:51
http://McWeadon.com/courses E‑Learning Instructional Design In this course, you will learn how to plan, develop, evaluate, and manage a highly effective lesson or a unit of instruction. The course covers various elements of the instructional design (ID) process, including project management, needs assessment, instructional problems, task analysis, learner characteristics, instructional objectives, instructional resources (media selection), content sequencing, instructional strategies, instructional delivery, evaluation instruments, formative evaluation, and summative evaluation. You will gain a blueprint for designing well-structured and compelling blended e‑learning experiences. http://McWeadon.com/courses
Views: 8637 Badrul Khan
Assessment Planning: Why, When, What? - Assessment Workshop 1
 
50:55
May is assessment month at the EDC. In this first of four sessions, EDC instructional designer Maristela Petrovic-Dzerdz will tackle the fundamentals of this complex topic from a course design perspective, while answering the following questions: Why assess? When in the process of course design should we design assessment? What should we consider when designing assessment? When in the course should we perform assessment and for what purpose? What type of learning should we assess? What to assess?
Views: 2996 videoedc
3. Designing a Course: Developing Learning Outcomes
 
01:16:45
MIT 5.95J Teaching College-Level Science and Engineering, Fall 2015 View the complete course: http://ocw.mit.edu/5-95JF15 Instructor: Janet Rankin This class explores how educators create measurable learning outcomes for college-level students. License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu
Views: 6724 MIT OpenCourseWare
Ann Gravells (1) The Teaching, Learning and Assessment Cycle Part 1 - Identifying Needs
 
05:05
This video explains the 'identifying needs' aspect of the teaching, learning and assessment cycle. www.anngravells.com
Views: 25674 Ann Gravells
How to Evaluate a Performance Plan - UPM webcast series
 
03:20
https://sites.google.com/a/utah.gov/performancemanagement/upm Instructional video on How to Evaluate a Performance Plan in UPM.
Views: 4402 Utah DHRM Training
The MA Educator Evaluation Framework: Implementing the Plan
 
03:20
Members of ESE's Teacher and Principal Advisory Cabinets describe the purpose of and process for completing Steps 3 and 4 of the 5-step evaluation cycle, Implementing the Educator Plan and Formative Assessment/Evaluation, including how this step connects to the rest of the cycle. Various forms of evidence are described. View MP4 http://www.doe.mass.edu/edeval/resources/eff/Framework-ImplementPlan.mp4
Views: 813 Massachusetts DESE
The Four-Levels Training Evaluation Model
 
02:38
This is an overview of the Four-Levels training evaluation model. The Four-Levels model was first published in 1959 by Dr Donald Kirkpatrick. Kirkpatrick's four-levels are designed as a sequence of ways to evaluate training programs.
Views: 13283 Hendri L Tobing
Instructional Systems Design: An Overview
 
56:26
In this webinar you will be introduced to the five steps of Instructional Systems Design: -Analyze -Design -Develop Implement -Evaluate Presenters: Joan Strohauer, Education Programs Consultant, CalHR Joan Strohauer is currently an Education Programs Consultant with the California Department of Human Resources (CalHR) and was formally part of on the HR Modernization Project. In this capacity, she oversees California's Virtual Training Center. Prior to joining CalHR, Ms. Strohauer worked for six years at the California Department of Education as an Education Programs Consultant in the Charter Schools Division and as a Training Manager in the Personnel Division. As a Senior Training and Development Specialist for twenty years at the Defense Logistics Agency (DLA) and the US Office of Personnel Management (USOPM), she managed all aspects of the employee development function, specializing in new program development, needs assessment, and training evaluation. At DLA, she spearheaded the development of a leadership program attended by over 800 employees that was awarded the DLA national Business Reengineering Champion Award. TS Hamilton, Training Liaison, CalSTRS TS Hamilton is a well-rounded trainer with a solid background in technology services who currently serves as the training liaison for Enterprise Initiatives and Technology at CalSTRS. His initial foray into the training world came as a security forces member in the US Air Force. TS was tasked with training and testing the peacekeeping and public safety abilities of airmen who were new to his unit. This training encompassed a large amount of knowledge, as well as situational awareness and physical confrontation scenarios. Upon separating from the Air Force, TS worked in the private sector aiding multiple businesses with their on-boarding process in addition to contributing to each company's on-the-job training program. He gained a majority of his technical and practical knowledge while working for these various companies. TS was enrolled in the teacher credentialing program at Sacramento State where he learned the bulk of his knowledge about learning principles while completing his preparation work. As a graduate of Sacramento State with a B.A. (History) he is currently pursuing his M.A. (Ancient Near Eastern Civilizations). For Certificate of Completion, please visit the following link: http://www.calhr.ca.gov/Documents/training-certificate-of-completion.pdf If you have any questions, please contact training@calhr.ca.gov. Phone: (916) 445-1547
3.2 - How to Write Learning Objectives Using Bloom's Taxonomy
 
10:53
In this video we will discuss how to write specific, measurable, and observable learning objectives using Bloom's Taxonomy. To access the Bloom's Wheel referenced in the video, go to https://ep.jhu.edu/blooms.
Evaluation of Training Effectiveness
 
04:08
Evaluation of training effectiveness is a broader concept than assessment. It deals with all aspects of training efficacy.http://bit.ly/n8guzF
Views: 14859 CommLab India
The ADDIE Analysis Phase
 
05:27
A basic overview of the Analysis phase of the ADDIE instructional design model. Created with PhotoShop, GarageBand, and Apple Motion. www.jclarkgardner.com www.edtechdojo.com
Views: 142521 J. Clark Gardner
Kirkpatrick's 4 Levels of Evaluation
 
07:06
For more information please view: www.kirkpatrickpartners.com
Views: 1898 SUPITSALICIA
e-learning Program Evaluation
 
00:49
In this course, you will learn how to conduct a comprehensive assessment of an organization's e‑learning programs and courses to determine their effectiveness and return‑on‑investment. The Comprehensive Approach to Program Evaluation in Open and Distributed Learning (CAPEODL) Model is used in this course that looks at the People, Processes, and Products continuum of e‑learning. This model captures an organization's inventory of blended e‑learning programs and provides valuable insights into what works and where improvement adjustments are needed. http://mcweadon.com/site/content/view/27/42/
Views: 2417 Badrul Khan
Kirkpatrick's 4 Levels of Evaluation
 
01:45
How can you evaluate a training course? Dr. Donald Kirkpatrick was a university professor and former President of the American Society for Training and Development (ASTD). He’s known for creating the 'Four Levels' model for training-course evaluation. His Four Levels of Evaluation was designed as a sequence to evaluate training programs so organizations don't spend time or money on training that doesn't provide a worthwhile return. The first level of evaluation is REACTION: This level measures how favorably the trainees reacted to the training. Here, the trainees evaluate the instructor, the material, its presentation and the venue. Level two is LEARNING: This level measures what the trainees have learned.The trainer would measure these parameters against the learning objectives. Level 3 is BEHAVIOR: At this level, the trainer evaluates the trainees to see if they’ve changed their behavior based on the training when they’re back on the job. Specifically, it looks at how trainees have applied the information they've learned. Level four is RESULTS. At this level, the trainer analyzes the final results of the training by measuring the outcomes.These outcomes are measured against any criteria that the organization has determined would be good for the business, for the employees and for the bottom line. By analyzing each of these four levels, a trainer can gain a thorough understanding of how effective the training was and how it can be improved in the future.
Assessment of Learning(B.Ed, M.Ed))(Hindi)
 
04:23
Ms Bharti, Assistant Professor, Biyani college explained assessment of learning. www.gurukpo.com, www.biyanicolleges.org
Views: 83327 Guru Kpo
Instructional Design Plan
 
09:37
My Instructional Design Plan for SJSU SLIS LIBR 250 Spring 2014 Course
Views: 78 Kaila Williams
Instructional Design Training Course - How you'll learn this Course.
 
02:17
How to become a instructional Designer? You can be in the course within this week ! Just visit http://www.instructionaldesigntraining.in/ and download the application. We'll assist you from there. What is instructional Design ? In Simple terms, Instructional design is a systematic approach to planning and producing effective instructional materials. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving. What do Instructional Designers do ? Instructional designers apply the art and science of Instructional design to create a learning environment that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. However, Many definitions exist and the below definitions are relevant ; Instructional Design as a Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Instructional Design as a Discipline: Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. Instructional Design as a Science: Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. Instructional Design as Reality: Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion. Instructional System: An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan. Instructional Technology: Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development. Instructional Technology = Instructional Design + Instructional Development Instructional Development: The process of implementing the design plans. source: The University of Michigan Importance of ID: Why is Instructional Design relevant ? Though ID can be applied to any learner environment, it is predominantly used for creating elearning and online learning courses. Elearning courses are purposeful amalgamation of learning content and technology. The elearning will encouarge effective presentation of learning content and interactions such as discussions, simulations, assessments, feedbacks and more using the technology. The following reasons have made elearning created through ID process grow in demand in this information era : Richer learning through higher interaction More specific to the learning goal and objectives Better Transparency Can accommodate larger number of students Learning on demand - anywhere, anytime Better measurement of learning progress Flexibility - Just In time just enough learning for Adult learners Ease to upgrade the courses with the changing times. How to become a instructional Designer? You can be in the course within this week ! Just visit http://www.instructionaldesigntraining.in/ and download the application. We'll assist you from there. Instructional Design, Instructional Design courses, instructional designer, elearning design, lessons plans, train the trainer training course, training content development http://www.youtube.com/watch?v=LbSkMueZFMs "Instructional Design Training" Instructional-Design-Training Instructional,Design,Training "Instructional Design training course" Instructional-Design-training course Instructional,Design,training course "Instructional Design courses" Instructional-Design-courses Instructional,Design,courses Instructional Design Training courses, "instructional designer elearning design" lessons plans, train the trainer training course, training content development http://www.youtube.com/watch?v=LbSkMueZFMs
Kirkpatrick's 4 Levels of Evaluation
 
22:41
Short description of Kirkpatrick's 4 levels of training evaluation.
Views: 14866 Michael Orey
ORGANIZATION AND PLANNING OF ADULT EDUCATION
 
08:09
The U.S. Sergeants Major Academy is the Executive Agent for Non Commissioned Officers Education. The U.S. Army has led the way in the development of critical thinking educational teaching techniques. Many institutes of higher education have adapted the military's organization and planning techniques for Adult Education as their learning curriculum. The U.S. Army Battle Staff NCO Course is based on a systems approach to training. The NCO Course is taken as a whole, incorporating all of its parts and aspects, including the students, the facilitators, the curriculum content, the instructional methods, the instructional strategy, the physical environment and the evaluation of instructional objectives. Copyright © 2014 Linda S. Restrepo All Rights Reserved
Views: 327 U2BEVideoAds
Bloom's Taxonomy: Why, How, & Top Examples
 
04:20
The Bloom's Taxonomy PowerPoint Point Presentation: https://www.teacherspayteachers.com/Product/Teachers-Guide-to-Blooms-Taxonomy-Slides-Presentation-3810316 Bloom's Taxonomy Posters: https://www.teacherspayteachers.com/Product/Blooms-Taxonomy-Classroom-Posters-3556627 Bloom's Taxonomy is fully explained in detail for educators across various disciplines. The video answer the question of why should teachers and educators use Blooms Taxonomy in their practice. Next the purpose of Blooms Taxonomy is discussed as well. The purpose of Blooms Taxonomy given is in line with that of Benjamin Bloom. The origins of Bloom's Taxonomy and the history of its revision is summarized as a bit of background knowledge. This outlines the various levels of bloom's taxonomy starting with remembering, understanding, applying, analyzing evaluating and creating. These levels of blooms taxonomy are the revised levels as opposed to the original levels. Teachers can use blooms taxonomy to write and plan lessons. Educators everywhere should have a broad understanding of Blooms Taxonomy. The overall goal of this video is help teachers have a good understanding Blooms taxonomy. Blooms taxonomy is very similar to Webb's Depth of knowledge. Both Blooms and Webbs relate to measuring students cognition. Blooms taxonomy is more frequently used for writing and planning tasks. Webbs depth of knowledge, on the other hand is used to simple evaluate the students thinking process.
Views: 134171 Teachings in Education
Teaching in the Inclusive Classroom - Instructional Strategies for All Students - 3 Graduate Credits
 
15:16
This video is a preview of the video course, "Teaching in the Inclusive Classroom". This distance learning course is offered by several fully accredited universities for graduate credit. In this course, you will learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully educating both general and special education students. Course learning activities will teach you how to design and implement curriculum modifications and activity adaptations based on the strengths and needs of your students. In this course, you will learn how to: 1) utilize differentiated instruction to benefit both general and special education students; 2) select, implement, and evaluate lesson modifications to accommodate the needs of students with physical, emotional, or intellectual disabilities; 3) offer choices to help students develop self-management skills; and 4) implement assessment strategies appropriate to your students individual abilities.
Views: 13121 Jim Thompson
बी.एड Second Year-8th Paper Meaning,Definition and Objectives of Evaluation
 
05:44
बी.एड Second Year-8th Paper Meaning,Definition and Objectives of Evaluationमूल्यांकन का अर्थ परिभाषा और उद्देश्य
Views: 56044 all and some
Training Delivery & Evaluation Course
 
02:13
Training Delivery & Evaluation Course http://www.trainthetrainercourses.ie/training-delivery-evaluation-course/
Effective Instructional Planning for Learning
 
14:47
This video provides information regarding lesson planning and instructional development.
Views: 2102 Lauri Francis
Nursing Process Overview: ADPIE (Assessment, Diagnosis, Planning, Implementation and Evaluation)
 
09:20
This video provides a a brief overview of the nursing process. It is good for beginners and students preparing for the NCLEX-RN. More videos are available about specific parts of the nursing process in this playlist: https://www.youtube.com/playlist?list=PLs4oKIDq23AfdIxE8NvwnhbORnb_dE_RJ Critical Thinking Part 1: Definition, Connection to the Nursing Process, Benefits and Levels. http://youtu.be/GnrPz1AlnW0 Critical Thinking Part 2: Components and Development http://youtu.be/ovu6Q1orjH4 To learn about SMART goals see http://www.youtube.com/watch?v=k9TuE4--IuY&feature=share&list=UUmjoIHKlxtimgqZEAauWnHw Sample Assessment: http://youtu.be/rssf7Y8xd8A
Views: 154637 NurseKillam
EDU 649 Technologies for Teaching and Learning - Entire Course
 
02:08
EDU 649 Technologies for Teaching and Learning - Entire Course http://www.homeworkproducts.com/edu-649/ EDU 649 WEEK 1 ASSIGNMENT PLAN, IMPLEMENT, EVALUATE (PIE) EDU 649 WEEK 1 DISCUSSION 1 PERSONAL LEARNING AND TEACHING STYLE EDU 649 WEEK 1 DISCUSSION 2 LESSON IDEA FOR YOUR FINAL PROJECT EDU 649 WEEK 1 JOURNAL LEARNING THEORY RESEARCH ACTIVITY EDU 649 WEEK 2 ASSIGNMENT LEARNING OBJECTIVES EDU 649 WEEK 2 DISCUSSION 1 TEACHING HIGHER ORDER THINKING SKILLS EDU 649 WEEK 2 DISCUSSION 2 ACCESS FOR ALL EDU 649 WEEK 2 LEARNING OBJECTIVES JOURNAL EDU 649 WEEK 3 ASSIGNMENT LEARNING ACTIVITIES EDU 649 WEEK 3 DISCUSSION 1 TECHNOLOGY IN THE CLASSROOM EDU 649 WEEK 3 DISCUSSION 2 COOPERATIVE LEARNING EDU 649 WEEK 4 ASSIGNMENT CRITICAL THINKING QUESTIONS EDU 649 WEEK 4 DISCUSSION 1 BEGIN TO DEVELOP YOUR WEBSITE EDU 649 WEEK 4 DISCUSSION 2 SOURCES OF INSTRUCTIONAL MATERIAL EDU 649 WEEK 4 JOURNAL PERSONAL REFLECTION EDU 649 WEEK 5 ASSIGNMENT WORKING ON YOUR WEBSITE (INSTRUCTIONAL TOOL) EDU 649 WEEK 5 DISCUSSION 1 EDUCATION TECHNOLOGY EDU 649 WEEK 5 DISCUSSION 2 CRITICALLY EVALUATING THE INTERNET EDU 649 WEEK 5 JOURNAL EDU 649 WEEK 6 DISCUSSION 1 EDUCATION AND DIGITAL LITERACY EDU 649 WEEK 6 DISCUSSION 2 PEER REVIEW OF YOUR LESSON SITES EDU 649 WEEK 6 FINAL PROJECT - LEARNING MODULE EDU 649 WEEK 6 JOURNAL PERSONAL VISION
Views: 2 Helen Lynch
The Importance of Student Evaluation of Instruction (eSEI)
 
02:03
In every IMC course students are given the opportunity to give feedback on their course and instructor. This feedback is incredibly important to the growth of the program so we encourage every student to take 5 minutes and fill out your evaluations. To learn more about the WVU Integrated Marketing Communications (IMC) program visit our website at: http://imc.wvu.edu
Views: 629 WVUIMC
ADDIE model and how to develop training programs
 
08:26
ADDIE model and how to develop training programs. This video from http://www.TrainingDROPS.com explains how to develop learning and development training. The author of this video is an ERP Training and Learning & Development Specialist with 16 years of experience working with Deloitte and Accenture on some of the largest and most complex ERP training programs for Fortune 500 companies. They have deep expertise using Video Content Management Tools Kaltura, and Social Media Tools such as Chatter (Salesforce.com collaboration application), Yammer, Facebook, Twitter They have years of experience developing training for Workday, Taleo, SAP, Siebel, Oracle, PeopleSoft, JD Edwards, Microsoft Dynamics CRM, ADP EV5, Niku, Kronos, Lawson, Apollo, E-Files, multiple custom insurance systems, and numerous help desk and health care applications. They have deep expertise using Development Tools such as Workforce Performance Builder (WPB), SAP Productivity Pak (uPerform), UPK Knowledge Center & Tracking Utility, Articulate Storyline, Captivate, Lectora, Authorware & Dreamweaver, Adobe Photoshop, Adobe Presenter. They have deep expertise using Virtual Classroom and Collaboration Tools such as Adobe Connect, Centra, Live Meeting, WebEx. They have deep expertise using LMS & LCMS platforms such as HealthStream, Saba, Docent, PeopleSoft ELM, UPK Knowledge Pathways, SITEL, Cornerstone.
SmartEvals (Online Course Evaluations) INTRODUCTION
 
01:17
Online Course Evaluations provides colleges and universities with instructor and course evaluations. Our web-based software application is designed with cutting-edge technology that provides tremendous levels of flexibility and customization for different divisions and course types in both survey setup and reporting. Online Course Evaluations delivers the lowest total cost of ownership when compared to both paper-based evaluations and our competitors.
Views: 2076 SmartEvalsdotcom
Designing Exemplary Online Courses in Blackboard
 
52:15
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Writing SMART Goals and Objectives Webinar
 
01:00:09
We know that you are SMART, but are your Goals and Objectives? Well-written Goals and Objectives are the foundation for solid program performance, monitoring and evaluation. The hour‐long webinar will: 1. Teach about the difference between Goals, Objectives, and Indicators. 2. Teach about a variety of types of process and outcome objectives, and how to write SMART objectives of all kinds. 3. Explore common pitfalls in writing goals, objectives and indicators. 4. Demonstrate the connections between good goals, objectives and indicators and program performance, monitoring and evaluation. About the Presenter: Sonya Dublin, MPH/MSW, is a Capacity Building Assistance provider at Capacity for Health at the Health Forum. She has worked in the field of public health and HIV/AIDS prevention since 1995. She currently teaches the Program Planning and Evaluation course at the UC Berkeley School of Public Health. Sonya has edited hundreds of organizations' program and evaluation plans and never tires of harassing folks to write better Goals and Objectives. Additional Resource: Capacity for Health's Online Resource Library at http://library.capacity4health.org
Views: 63129 APIAHF
EDU 649 Technologies for Teaching and Learning - Entire Course
 
03:45
EDU 649 Technologies for Teaching and Learning - Entire Course http://www.homeworkproducts.com/edu-649/ EDU 649 WEEK 1 ASSIGNMENT PLAN, IMPLEMENT, EVALUATE (PIE) EDU 649 WEEK 1 DISCUSSION 1 PERSONAL LEARNING AND TEACHING STYLE EDU 649 WEEK 1 DISCUSSION 2 LESSON IDEA FOR YOUR FINAL PROJECT EDU 649 WEEK 1 JOURNAL LEARNING THEORY RESEARCH ACTIVITY EDU 649 WEEK 2 ASSIGNMENT LEARNING OBJECTIVES EDU 649 WEEK 2 DISCUSSION 1 TEACHING HIGHER ORDER THINKING SKILLS EDU 649 WEEK 2 DISCUSSION 2 ACCESS FOR ALL EDU 649 WEEK 2 LEARNING OBJECTIVES JOURNAL EDU 649 WEEK 3 ASSIGNMENT LEARNING ACTIVITIES EDU 649 WEEK 3 DISCUSSION 1 TECHNOLOGY IN THE CLASSROOM EDU 649 WEEK 3 DISCUSSION 2 COOPERATIVE LEARNING EDU 649 WEEK 4 ASSIGNMENT CRITICAL THINKING QUESTIONS EDU 649 WEEK 4 DISCUSSION 1 BEGIN TO DEVELOP YOUR WEBSITE EDU 649 WEEK 4 DISCUSSION 2 SOURCES OF INSTRUCTIONAL MATERIAL EDU 649 WEEK 4 JOURNAL PERSONAL REFLECTION EDU 649 WEEK 5 ASSIGNMENT WORKING ON YOUR WEBSITE (INSTRUCTIONAL TOOL) EDU 649 WEEK 5 DISCUSSION 1 EDUCATION TECHNOLOGY EDU 649 WEEK 5 DISCUSSION 2 CRITICALLY EVALUATING THE INTERNET EDU 649 WEEK 5 JOURNAL EDU 649 WEEK 6 DISCUSSION 1 EDUCATION AND DIGITAL LITERACY EDU 649 WEEK 6 DISCUSSION 2 PEER REVIEW OF YOUR LESSON SITES EDU 649 WEEK 6 FINAL PROJECT - LEARNING MODULE EDU 649 WEEK 6 JOURNAL PERSONAL VISION
Views: 10 Edward Chase
The Five Levels of Training Evaluation
 
57:19
Session Overview By the end of the webinar, you will be able to: -Explain the importance of effective evaluation in developing successful job-related training -Explain the five levels of training evaluation (reaction, learning, behavior, results, and ROI (Return on Investment) -Identify the benefits and limitations of each level -Identify transfer of learning strategies -Identify ways to link your training programs to strategic efforts Presenter: Joan Strohauer, Education Programs Consultant, CalHR Joan Strohauer is currently an Education Programs Consultant with the California Department of Human Resources (CalHR). In this capacity, she oversees California's Virtual Training Center. Prior to joining CalHR, Ms. Strohauer worked for six years at the California Department of Education as an Education Programs Consultant in the Charter Schools Division and as a Training Manager in the Personnel Division. She also previously worked on the HR Modernization Project team. As a Senior Training and Development Specialist for twenty years at the Defense Logistics Agency (DLA) and the US Office of Personnel Management (USOPM), she managed all aspects of the employee development function, specializing in new program development, needs assessment, and training evaluation. At DLA, she spearheaded the development of a leadership program attended by over 800 employees that was awarded the DLA national Business Reengineering Champion Award. For Certificate of Completion, please visit the following link: http://www.calhr.ca.gov/Documents/training-certificate-of-completion.pdf If you have any questions, please contact training@calhr.ca.gov. Phone: (916) 445-1547
Trained Faculty Evaluation Training
 
29:16
Kathleen Rose, Executive Vice President & Chief Instructional Officer of Gavilan College and Leah Halper, Gavilan College Faculty Association President, review the procedures involved in evaluating faculty at Gavilan College.
Views: 86 GavProVideo
An Introduction to the Instructional Improvement Cycle: A Teacher's Toolkit
 
04:30
REL Central’s new toolkit developed in collaboration with York Public Schools in Nebraska, provides teachers with a process and tools to deliberately study a single classroom teaching strategy. The toolkit includes a preprogrammed spreadsheet that determines the significance of test results between classes taught with and without a new instructional strategy. Two guides offer information on how teachers can plan their comparison of classrooms, reflect on their results, and consider adjustments to their instruction. The content of these videos does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Forklift Training - Basic Operations
 
12:49
Western Carolina Forklift is one of the oldest and largest Nissan lift truck and material handling dealers in the U.S. serving all of North Carolina, and portions of Tennessee, Virginia, and Kentucky.
Views: 572373 WesternCarolina Forklift
Common Core in ELA: Instructional Shifts for Effective Implementation
 
01:45
In this online, professional development course, educators will become fully versed in the foundations of The Common Core State Standards for English language arts (CCSS) and will see demonstrations of the six instructional shifts: balancing informational and literary text, using texts to inform, the staircase of text complexity, text-based answers, academic vocabulary, and writing from sources. They will also learn ways to communicate the purpose and the value of implementing the ELA CCSS in their school. To support implementation of these shifts, educators will: Evaluate their instructional practice for alignment to the shifts of the CCSS Plan standards-aligned lessons Identify demonstrations of the three instructional strategies Plan and design formative assessments to regularly inform instruction and student supports Develop units of study and lesson plans using a backwards-design method and include diverse learning paths for all learners www.kdsi.org
Views: 2976 PCG
7 steps to implement New Training Program
 
03:58
www.paradisosolutions.com Any organization’s success lies in the training program, it undertakes for its employees. This training, which is done from time to time keeps them updated with the product services and the current market. Therefore, it’s essential to have a successful Training program in every organization. Here are 7 quick tips on how to implement a New Training Program.
Views: 1388 ParadisoSolutions
Quality Online Course Design: Course Content & Instructional Materials
 
50:28
Once you have established objectives and the assessments to measure them, the next step is to create and/or curate course content and instructional materials to support the learning objectives. It is also important to clearly explain the purpose, source, and alignment of instructional materials. In this online workshop, you will learn about creating and curating course content from quality sources as well as communicating them to your students.
ISACA CISM Online Review Course Overview
 
02:08
Purchase ISACA's CISM Online Review Course here: http://bit.ly/2wh1AWD Online review courses are also available for purchase through our enterprise sales team for larger organizations. Learn more here: http://bit.ly/2wgNbtu ________________________________________ CISM Online Review Course Description The CISM Online Review Course is an online preparation course that will prepare you for the CISM certification exam using proven instructional design techniques and interactive activities. The course covers all four of the CISM domains. The course incorporates video, interactive eLearning modules, downloadable, interactive workbooks, downloadable job aids, case study activities, and pre- and post-course assessments. You will be able to navigate the course at your own pace, following a recommended structure, or target preferred job practice areas. You may also start and stop the course based on your study schedule, picking up exactly where you left off the next time they access. Trained by ISACA. Certified by ISACA. Learning Objectives At the completion of this course the learner will be able to: --Establish and/or maintain an information security governance framework and supporting processes to ensure that the information security strategy is aligned with organizational goals and objectives. --Manage information risk to an acceptable level based on risk appetite to meet organizational goals and objectives. --Develop and maintain an information security program that identifies, manages and protects the organization’s assets while aligning to information security strategy and business goals, thereby supporting an effective security posture. --Plan, establish and manage the capability to detect, investigate, respond to and recover from information security incidents to minimize business impact. Course Outline CISM Self-Assessment --50 questions --Results are broken down per domain Introduction --Welcome video --Getting started Job Aid Domain 1 – Information Security Governance --Explain the need for and the desired outcomes of an effective information security strategy --Create an information security strategy aligned with organizational goals and objectives --Gain stakeholder support using business cases Identify key roles and responsibilities needed to execute an action plan --Establish metrics to measure and monitor the performance of security governance Domain 2 – Information Risk Management --Explain the importance of risk management as a tool to meet business needs and develop a security management program to support these needs --Identify, rank, and respond to a risk in a way that is appropriate as defined by organizational directives --Assess the appropriateness and effectiveness of information security controls --Report information security risk effectively Domain 3- Information Security Program Development and Management --Align information security program requirements with those of other business functions ​ --Manage the information security program resources --Design and implement information security controls ​ --Incorporate information security requirements into contracts, agreements and third-party management processes Domain 4 – Information Security Incident Management --Understand the concepts and practices of Incident Management --Identify the components of an Incident Response Plan and evaluate its effectiveness --Understand the key concepts of Business Continuity Planning, or BCP and Disaster Recovery Planning, or DRP --Be familiar with techniques commonly used to test incident response capabilities CISM Sample Exam --75 questions
Views: 1871 ISACA HQ
TFC Approved Online TN Firefighting Courses
 
01:10
http://www.tn.rickyrescue.com/ - TFC Approved Online TN Firefighting Courses Ricky Rescue Fire Academy currently offers TFC-approved Tennessee firefighting training for TN Fire Officer 1, 2 and 3, TN Fire Instructor 1 and 2, TN Fire Inspector and TN FD Incident Safety Officer. These courses all meet the pre-certification requirements for taking the relevant TFC tests. TFC Approved TN Fire Officer 1, 2 & 3 Online Courses Our TN Fire Officer 1, 2 & 3 online courses use the NFPA 1021 "Standard for Fire Officer Professional Qualifications" 2014 edition. The courses are designed to train students to become effective Tennessee Fire Service supervisors. Course content covers vital leadership skill-sets including effective team management and communication, HR management, ethics, fiscal processes, PR, emergency management, planning skills and safety, incident and risk management and legal issues. TFC Approved TN Fire Instructor 1 & 2 Online Courses Our TFC approved Tennessee Fire Instructor 1 & 2 online courses use the NFPA 1041, "Standard for Fire Service Instructor Professional Qualifications" and the NFPA 1041, "Standard for Fire Service Instructor Professional Qualifications" syllabuses respectively. Note these are 2 separate courses. Students will acquire the skill sets needed to become successful fire instructors with the TN Fire Services including: • Use of prepared lesson plans to deliver effective training • Effective adaptation of lesson plans and learning environment to suit jurisdiction requirements • Effective use of available instructional tools and evaluation methods • Compliance with jurisdiction record keeping requirements • Effective supervision / co-ordination of other fire instructors (FI2) • Planning / development of course content and lesson plans factoring in available instructional aids, evaluation methods, desired learning objectives and jurisdiction requirements (FI2) TFC Approved TN Fire Inspector Online Course The NFPA 1031 "Standard for Professional Qualifications for Fire Inspector and Plan Examiner" forms the basis for our online TN Fire Inspector course. Topics covered by the course include: • Code Enforcement • Building Construction • Decorative Materials and Furnishings • Fire Alarm and Communications • Fire Drills • Inspection Procedures The TN Fire Inspector course is designed to equip professionals such as city inspectors, company level fire officers and similar with the skill sets they require for fire service inspecting. TFC Approved TN FD Incident Safety Officer Online Course A TN FD Incident Safety Officer has a number of responsibilities and our TN FD Incident Safety Officer online course provides students with all the necessary skills to become an effective FD Incident Safety Officer. Students will learn incident monitoring; correct reporting procedures and techniques, effective accident investigation and review procedures and post-incident analysis process participation. Further your career in the Tennessee Fire Service by enrolling in one of our TFC-approved online TN Firefighting courses today.
GRASPS for Assessment Design
 
01:32
Throughout the ABCs of Instructional Design course, The Understanding by Design Model is used to provide a systematic approach to instructional design. In this lecture, the GRASPS model is presented as a tool for evaluating assessment tasks: Design: https://www.udemy.com/the-abcs-of-instructional-design/
Views: 9230 Debra Scott