Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
Montessori and DAP both emphasize independent, hands-on learning and play. In Montessori classrooms, children freely explore materials that interest them, while learning at their own pace in a peaceful environment. Similarly, Developmentally Appropriate Practice is based on how children naturally develop and learn, such as through play, at different rates. Both methods expect children to be continually challenged as they master new concepts.
Staff development refers to training and education provided to employees to improve their skills, knowledge, and performance. It includes orientation for new employees, in-service training, continuing education, and other programs. Staff development is needed due to social and scientific changes, advances in fields like medicine, and the need for nurses to continually learn. An effective staff development program assesses employee needs, sets objectives, provides resources, and evaluates outcomes to enhance employee and organizational performance.
If you’re among those educational innovators, you will have to make several business decisions, from choosing an Education Mobile App Development Company to marketing your app. Hence, I would recommend you find the right app development partner for your EdTech mobile app development project.
The document discusses the teaching profession, highlighting its key roles and benefits. Teaching is a service-oriented profession that has a great impact on molding the next generation. It provides intellectual development opportunities through contact with knowledge. While it offers modest remuneration, teaching offers job security, vacation time, and the ability to balance work and family responsibilities. Effective teachers require training to learn modern teaching strategies and how to engage and inspire students. The document lists several teacher training institutes in Karachi.
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Montessori and DAP both emphasize independent, hands-on learning and play. In Montessori classrooms, children freely explore materials that interest them, while learning at their own pace in a peaceful environment. Similarly, Developmentally Appropriate Practice is based on how children naturally develop and learn, such as through play, at different rates. Both methods expect children to be continually challenged as they master new concepts.
Staff development refers to training and education provided to employees to improve their skills, knowledge, and performance. It includes orientation for new employees, in-service training, continuing education, and other programs. Staff development is needed due to social and scientific changes, advances in fields like medicine, and the need for nurses to continually learn. An effective staff development program assesses employee needs, sets objectives, provides resources, and evaluates outcomes to enhance employee and organizational performance.
If you’re among those educational innovators, you will have to make several business decisions, from choosing an Education Mobile App Development Company to marketing your app. Hence, I would recommend you find the right app development partner for your EdTech mobile app development project.
The document discusses the teaching profession, highlighting its key roles and benefits. Teaching is a service-oriented profession that has a great impact on molding the next generation. It provides intellectual development opportunities through contact with knowledge. While it offers modest remuneration, teaching offers job security, vacation time, and the ability to balance work and family responsibilities. Effective teachers require training to learn modern teaching strategies and how to engage and inspire students. The document lists several teacher training institutes in Karachi.
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
This document provides standards of quality for infant and toddler programs in Michigan. It was developed by an advisory committee and steering committee over several years using a framework inspired by early childhood curriculum from New Zealand. The document includes 5 strands of early development and learning and 19 quality program standards addressing topics such as philosophy, community collaboration, health and safety, staffing, environment, and assessment. The goal is to provide a great start for every child in Michigan.
The document discusses eLearning in higher education and training. It provides examples of different forms of eLearning like learning management systems, Moodle, browser-based training, Open University, and distance learning. It also discusses the positives of eLearning in increasing access and student engagement, and the challenges of eLearning like student and instructor skills, technical issues, and managing student motivation in distance learning.
The document discusses the teenage learner and provides strategies for teaching teenagers effectively. It describes some key characteristics of teenage learners, including that they seek meaning and personal relevance, want to know about current topics, crave authenticity, are ego-centric, and wonder what others think of them. It then outlines 12 strategies ("dos") for teaching teenagers, such as using music, current material, teamwork, choice, their existing knowledge, a fast pace, creativity, positive behavior management, their first language sometimes, games, and allowing them to express themselves through projects. The document encourages involving students and keeping them engaged through various interactive techniques.
In this fast changing business world, organizations are faced with the need to change themselves more rapidly than ever. Every change is based on a business transformation that should be supported by learning But how can you make a learning organization out of your business? Discover the six dimensions that will help your company build a Climate for Learning and learn about the three waves that make up business transformation.
Key take-aways
The three waves that make up Business Transformation
The difference between a Climate for Learning and Learning Culture
The six dimensions to build a Climate for Learning
This document discusses the history and theory of e-learning. It outlines several key developments in e-learning from the 1920s to present day, including Pressey's testing machine in the 1920s, Skinner's work on programmed instruction in the 1950s, McLuhan's ideas about media in the 1960s, and predictions of future home-based learning using computers in the 1970s. It then describes how computers first entered schools in the 1960s-1970s and the development of the internet from the 1960s onward. Finally, it outlines several learning theories that influenced e-learning, from behaviorism to constructivism to communal constructivism.
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
The primary purpose of assessment is to improve student learning and teaching. Assessment provides timely feedback to students about their understanding to help them adjust their learning and identify areas for growth. Teachers use assessment to determine instructional effectiveness and guide future teaching. Assessment information can be used by students, teachers, parents, school leaders, and other stakeholders to determine next steps for teaching and learning and support program and policy improvement.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
The document outlines UNESCO's ICT competency framework for teachers, which includes three levels - technology literacy, knowledge deepening, and knowledge creation.
It provides examples of how teachers can demonstrate each level in their everyday work. At the technology literacy level, a teacher uses basic ICT like word processing on a whiteboard for activities like sentence making. At the knowledge deepening level, a PE teacher uses video recording and online resources to help students learn more about fitness. At the highest level of knowledge creation, teachers facilitate student projects using ICT that combine subjects and allow students to create new knowledge.
Supportive roles of an effective early childhood teacherkena clymer
There are 5 important roles that make up an effective early childhood teacher: observer, mediator and protector, participant, stage manager, and tutor. As an observer, the teacher carefully watches students to assess their knowledge and progress. As a mediator and protector, the teacher ensures a safe environment for learning. As a participant, the teacher joins in child-led activities to model positive behavior. As a stage manager, the teacher provides materials, equipment, space and time for play. As a tutor, the teacher helps develop skills through modeling and individual instruction. Filling all these roles is important for an effective early childhood teacher.
The document discusses technology and student assessment. It makes three key points:
1. Technology has long played a role in assessment, becoming widespread in the 1970s with optical marker readers and now allowing for adaptive online testing.
2. Technology facilitates more formative assessment through tools like homework, pop quizzes, and standardized tests, allowing educators to gather more frequent feedback.
3. Assessment has several components, including IQ and personality tests, practical simulations, assignments, interviews, and fact-finding exercises. These components are used to evaluate qualities needed for different positions.
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
This document discusses teaching as a career for educational psychology students. It outlines the skills needed to be an effective teacher, such as classroom management, teaching strategies, lesson planning, and assessment. Benefits of an educational psychology background are also highlighted, including understanding contemporary psychology, student motivation, development, and intervention strategies. Requirements to teach include passing the LET and obtaining specific degrees depending on the education level. Characteristics of successful teachers include being proactive, goal-oriented, prioritizing tasks, having a cooperative attitude, listening skills, teamwork, and self-improvement. The core of teaching is maintaining a love of learning, passion for teaching, and care for students.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
0-Introduction to Instructional Technology.pptDrEnasAbulibdeh
The document provides an introduction to the concepts of instructional technology. It discusses several key definitions:
1. Instructional technology is defined as either a set of instructional media or as a systems approach process to designing effective instruction.
2. The systems approach views instructional technology as a systematic process of analyzing learning objectives, designing instruction based on research, and using a combination of human and technological resources to improve learning outcomes.
3. Dale's Cone of Experience model proposes that learners retain information best through direct experiences and in ways that engage multiple senses, with retention decreasing as experiences become more abstract and involve fewer senses. The model provides guidance for selecting instructional methods and resources.
This document discusses the use of information and communication technology (ICT) in commerce education at the higher secondary level. It begins with an introduction explaining how rapidly technology is transforming learning and that ICT will significantly impact the learning process now and in the future. It then defines ICT and discusses its scope and significance in education, including improving educational outcomes, quality of teaching and learning, and providing access to a variety of learning resources. The document also explores the role of ICT in commerce education and how it can be used as an instructional tool and to manage instruction. It examines the use of ICT in teaching and learning and its impact on students, teachers, and the learning process.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
This document discusses the impact of the internet and e-learning on education. It notes that e-resources have provided easy access to books and journals for students. E-learning has grown due to the internet providing access to information. E-learning uses computer and web technology to bridge the gap between teachers and students. It allows for individualized, interactive, and learner-centered education. Monitoring and grading systems track student progress. The internet is transforming education and many universities may have less attraction by the end of the decade without adapting to e-learning.
This document provides standards of quality for infant and toddler programs in Michigan. It was developed by an advisory committee and steering committee over several years using a framework inspired by early childhood curriculum from New Zealand. The document includes 5 strands of early development and learning and 19 quality program standards addressing topics such as philosophy, community collaboration, health and safety, staffing, environment, and assessment. The goal is to provide a great start for every child in Michigan.
The document discusses eLearning in higher education and training. It provides examples of different forms of eLearning like learning management systems, Moodle, browser-based training, Open University, and distance learning. It also discusses the positives of eLearning in increasing access and student engagement, and the challenges of eLearning like student and instructor skills, technical issues, and managing student motivation in distance learning.
The document discusses the teenage learner and provides strategies for teaching teenagers effectively. It describes some key characteristics of teenage learners, including that they seek meaning and personal relevance, want to know about current topics, crave authenticity, are ego-centric, and wonder what others think of them. It then outlines 12 strategies ("dos") for teaching teenagers, such as using music, current material, teamwork, choice, their existing knowledge, a fast pace, creativity, positive behavior management, their first language sometimes, games, and allowing them to express themselves through projects. The document encourages involving students and keeping them engaged through various interactive techniques.
In this fast changing business world, organizations are faced with the need to change themselves more rapidly than ever. Every change is based on a business transformation that should be supported by learning But how can you make a learning organization out of your business? Discover the six dimensions that will help your company build a Climate for Learning and learn about the three waves that make up business transformation.
Key take-aways
The three waves that make up Business Transformation
The difference between a Climate for Learning and Learning Culture
The six dimensions to build a Climate for Learning
This document discusses the history and theory of e-learning. It outlines several key developments in e-learning from the 1920s to present day, including Pressey's testing machine in the 1920s, Skinner's work on programmed instruction in the 1950s, McLuhan's ideas about media in the 1960s, and predictions of future home-based learning using computers in the 1970s. It then describes how computers first entered schools in the 1960s-1970s and the development of the internet from the 1960s onward. Finally, it outlines several learning theories that influenced e-learning, from behaviorism to constructivism to communal constructivism.
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
The primary purpose of assessment is to improve student learning and teaching. Assessment provides timely feedback to students about their understanding to help them adjust their learning and identify areas for growth. Teachers use assessment to determine instructional effectiveness and guide future teaching. Assessment information can be used by students, teachers, parents, school leaders, and other stakeholders to determine next steps for teaching and learning and support program and policy improvement.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
The document outlines UNESCO's ICT competency framework for teachers, which includes three levels - technology literacy, knowledge deepening, and knowledge creation.
It provides examples of how teachers can demonstrate each level in their everyday work. At the technology literacy level, a teacher uses basic ICT like word processing on a whiteboard for activities like sentence making. At the knowledge deepening level, a PE teacher uses video recording and online resources to help students learn more about fitness. At the highest level of knowledge creation, teachers facilitate student projects using ICT that combine subjects and allow students to create new knowledge.
Supportive roles of an effective early childhood teacherkena clymer
There are 5 important roles that make up an effective early childhood teacher: observer, mediator and protector, participant, stage manager, and tutor. As an observer, the teacher carefully watches students to assess their knowledge and progress. As a mediator and protector, the teacher ensures a safe environment for learning. As a participant, the teacher joins in child-led activities to model positive behavior. As a stage manager, the teacher provides materials, equipment, space and time for play. As a tutor, the teacher helps develop skills through modeling and individual instruction. Filling all these roles is important for an effective early childhood teacher.
The document discusses technology and student assessment. It makes three key points:
1. Technology has long played a role in assessment, becoming widespread in the 1970s with optical marker readers and now allowing for adaptive online testing.
2. Technology facilitates more formative assessment through tools like homework, pop quizzes, and standardized tests, allowing educators to gather more frequent feedback.
3. Assessment has several components, including IQ and personality tests, practical simulations, assignments, interviews, and fact-finding exercises. These components are used to evaluate qualities needed for different positions.
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
This document discusses teaching as a career for educational psychology students. It outlines the skills needed to be an effective teacher, such as classroom management, teaching strategies, lesson planning, and assessment. Benefits of an educational psychology background are also highlighted, including understanding contemporary psychology, student motivation, development, and intervention strategies. Requirements to teach include passing the LET and obtaining specific degrees depending on the education level. Characteristics of successful teachers include being proactive, goal-oriented, prioritizing tasks, having a cooperative attitude, listening skills, teamwork, and self-improvement. The core of teaching is maintaining a love of learning, passion for teaching, and care for students.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
0-Introduction to Instructional Technology.pptDrEnasAbulibdeh
The document provides an introduction to the concepts of instructional technology. It discusses several key definitions:
1. Instructional technology is defined as either a set of instructional media or as a systems approach process to designing effective instruction.
2. The systems approach views instructional technology as a systematic process of analyzing learning objectives, designing instruction based on research, and using a combination of human and technological resources to improve learning outcomes.
3. Dale's Cone of Experience model proposes that learners retain information best through direct experiences and in ways that engage multiple senses, with retention decreasing as experiences become more abstract and involve fewer senses. The model provides guidance for selecting instructional methods and resources.
This document discusses the use of information and communication technology (ICT) in commerce education at the higher secondary level. It begins with an introduction explaining how rapidly technology is transforming learning and that ICT will significantly impact the learning process now and in the future. It then defines ICT and discusses its scope and significance in education, including improving educational outcomes, quality of teaching and learning, and providing access to a variety of learning resources. The document also explores the role of ICT in commerce education and how it can be used as an instructional tool and to manage instruction. It examines the use of ICT in teaching and learning and its impact on students, teachers, and the learning process.
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
This document provides an overview of a presentation for new learning center directors on forging successful learning centers. It discusses critical considerations like programs and services, use of technology, assessment and evaluation, professional development, and budgeting. Participants will gain knowledge on evidence-based best practices and utilize a work plan to develop actions and timelines for center improvements. The document includes discussion questions to involve participants.
Transformation Strategies for Higher EducationCognizant
Across the education ecosystem, the basic tenets of teaching and learning are being challenged by business and technology drivers -- compelling institutions in the higher education field to adopt a new playbook in order to remain relevant.
Academically Social:The Social Business and Digital Revolution of Higher Edu...7Summits
The social phenomenon is impacting every facet of Higher Education. From the onslaught of new ways students are communicating, sharing, collaborating, and learning via social media to the innovative digital and social breakthroughs that stand to reinvent the way knowledge is transferred in a Higher Education setting, change is coming to this sector. And it will be disruptive. Learn first-hand what these big changes mean today and how to prepare for their effects tomorrow.
Join Jive Software, 7Summits, Penn Foster, and Milwaukee School of Engineering as they share best best practices and discuss how institutions can apply social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni for measurable business benefits.
During this presentation, you will learn:
- How social technologies can drive value throughout the student experience (prospects, students, alumni)
- How to engage and influence high school students and their parents
- Suggested strategies for implementing social technologies within your institution
- Lessons learned from two leading institutions, Milwaukee School of Engineering and Penn Foster
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
Focusing and working locally - while reaching globallySophie Fryer
Universities face increasing challenges from changing student expectations, financial pressures, and disruptive technologies. Students now demand more flexible, personalized, and technology-enabled educational experiences. Increased competition comes from private providers adopting new models. To succeed, universities must focus on recruiting, engaging, and satisfying diverse students through tailored programming and services available anytime on any device. Leveraging student data and technology, universities can better understand student needs and intervene to improve retention, outcomes, and employability. This will help universities develop sustainable models and compete in today's shifting landscape of higher education.
Focusing and working locally - while reaching globallyNathaniel Harvatt
Student recruitment, student experience, rankings and employability are all so important, but how can you do this and still support the local community and economy? Do you look to wealthy international students or recruit from your local talent pool? Do you diversify into new types of teaching?
The intelligent use of ‘big data’ and embracing modern marketing techniques can hold the key to identifying the right students for your university, and giving them more personalised support. Making use of this data/information can not only increase retention rates but can nurture talent, push up attainment and improve the student experience.
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Social Strategies for Successful Student EngagementSalesforce.org
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...Manuel Castro
This document provides an overview of strategies for transforming traditional universities into entrepreneurial universities to meet the needs of the knowledge economy. It discusses four key strategies: 1) establishing partnerships with industry, firms, and the local community, 2) fostering a culture of entrepreneurship, 3) prioritizing interdisciplinary research, and 4) engaging with stakeholders to ensure program relevance. The document argues that these strategies provide a comprehensive framework for universities to align their programs with the dynamic needs of the knowledge economy, foster innovation, and prepare students for the evolving workforce.
This document discusses lessons learned from districts that have undertaken digital conversions to transform their schools. It emphasizes that successful digital conversions require more than just acquiring devices and technology - they require strategically leveraging technology to advance instructional practices and accelerate student learning. The document outlines 10 key lessons learned, including that digital conversions work best when they provide teachers with structured digital curricula and resources to aid instruction, rather than expecting teachers to create all new digital content themselves. It also stresses the importance of designing digital conversions to benefit all teachers and students, not just those who are most tech-savvy.
The document discusses how teaching, learning, and technology are changing. It notes that learners, graduates, faculty, expectations, and infrastructure are different than they were 10 years ago. Various course designs are presented, including distributed engagement, blended/hybrid, and 100% online models. Strategies like modularized curricula and participatory pedagogy are also discussed. The document advocates keeping up with trends and collaborating with others.
The document discusses the top 10 IT issues facing higher education in 2013 as identified by the EDUCAUSE IT Issues Panel. The issues reflect increasing connections between external forces, institutional strategies, and information technology. The top issues include leveraging the explosion of wireless devices and developing an institution-wide cloud strategy to help select sourcing solutions. Information technology is seen as key to containing costs, improving student outcomes, developing e-learning strategies, and meeting expectations for contemporary technologies. However, the changing environment is also disrupting IT organizations and requiring new staffing and security models to accommodate greater openness and connectivity.
The document discusses why early e-learning projects failed and why e-learning will succeed. It analyzes why for-profit e-learning programs in the 1990s crashed due to bad business plans, unrealistic expectations of costs, and ignoring expertise in distance education. While e-learning adoption has been slow in public education, it argues e-learning will succeed by meeting lifelong learning needs in a knowledge-based society and developing skills like problem-solving and collaboration. E-learning needs strategic use focusing on appropriate learners, skills, and niche markets to be effective and potentially profitable.
Dr Georgina Gough – Embedding the Sustainable Development Goals into higher e...IES / IAQM
The document discusses embedding the UN Sustainable Development Goals (SDGs) into higher education curriculum at UWE Bristol. It outlines why the SDGs should be integrated, including addressing issues like climate change, resource use, and inequality. It describes how the SDGs can be incorporated through curriculum content, research, placements, and engaging stakeholders. Examples are provided for how different disciplines like midwifery, public health, environmental science, law, and marketing relate to the SDGs. More work is needed to fully map curriculum and research to the goals and ensure holistic and ongoing engagement. The goals provide opportunities to enhance teaching, research, and student employability while contributing to positive social change.
Digital wellbeing to institutional compassion: A co-created journey? David Biggins
This document discusses digital wellbeing and co-creation in higher education institutions. It presents a Digital Learning Maturity Model that institutions can use to self-assess their approach to digital learning and wellbeing. Feedback from students indicates that most feel their institution is not doing enough to support digital wellbeing. The presentation calls on institutions to take a more compassionate approach, listen to students, and involve them in decision-making through higher levels of co-creation. Validating the maturity model and providing guidance for institutions to improve their scores are next steps.
Zenia Lowe's vision statement outlines goals for Hemet Unified School District to provide exemplary educational experiences through multiple learning paths and excellence. The key areas of focus are to be Williams Compliant, implement academic standards, increase parent involvement and student achievement/engagement, create a positive school climate, provide access to courses and staff development, and track student outcomes. These goals aim to build a culture of highly qualified citizens who can succeed in today's global economy. Students and stakeholders must develop skills in digital technology and information/communication to thrive in the 21st century. Progress will be measured through student assessments, observations, feedback, and comparison to other districts. Next steps include continuing leadership development and establishing maintenance projects that support blended learning
This document discusses innovation and disruption in higher education. It notes that technological change is exponential, and trends like mobile devices, cloud computing, and big data will impact higher education. MOOCs represent a disruptive innovation that could challenge traditional universities by offering a leaner choice for students. Key challenges include developing sustainable business models, addressing demographic shifts in lifelong learning, and dealing with issues around big data and privacy. The document also examines potential new careers that may emerge and skills shortages in Europe. It discusses different types of MOOC learners and platforms. Finally, it argues that universities should control disruptive innovations like MOOCs through strategic partnerships and developing a technological lead in areas like adaptive learning and authentication.
This document provides an introduction to cloud storage and summarizes a presentation on the topic. It discusses the history of storage systems and how cloud storage works. Popular cloud storage services like Google Drive, Dropbox, and iCloud are examined. The document outlines some risks of cloud storage like security and privacy issues. It also provides a framework for selecting cloud services and questions to consider regarding purposes, benefits, costs and risks.
This document provides the agenda and brief technical tips for Wyld Morris Zoom Meeting No. 7, which is a new members evening that will include welcoming new potential members, learning about morris dancing from the squire, understanding the basic moves, and perspectives from a new dancer on why they enjoy morris dancing. The technical tips explain how to switch between speaker and gallery view and how to pin a video to focus on one participant.
The document provides information about an online meeting of the Wyld Morris group who enjoy morris dancing and singing. It outlines that the group will continue enjoying their interests during lockdown, support each other, and be even better when they next meet in person. The meeting agenda includes introductions, warm-ups, demonstrations, group dancing and music, an open discussion, and tips for using Zoom including muting audio when not speaking and only having one musician unmuted at a time. Links to online dance instruction videos and resources are also provided.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
Web Preservation, or Managing your Organisation’s Online Presence After the O...lisbk
Slides for talk on "Web Preservation, or Managing your Organisation’s Online Presence After the Organisation Ceases to Exist" given by Brian Kelly, UK Web Focus at the IRMS 2016 conference in Brighton on 17 May 2016.
See http://ukwebfocus.com/events/irms-2016-web-preservation
This document provides a summary and conclusions from a workshop on "Preparing for the Future: Technological Challenges and Beyond". It recaps the workshop which explored tools for thinking differently about the future, used a Delphi process to gather expert opinions, and developed an action brief planning template. It notes limitations in approaches and the importance of acknowledging risks while also learning from past examples. Contact details and additional resources are provided for those interested in further information.
This document discusses making a case to senior management for funding to explore innovative technologies. It provides guidance on identifying implications, risks, and risk management strategies for new technologies. It also presents an action brief statement template to convince management of a technology's potential benefits. The document concludes with an exercise where attendees in groups prepare a short presentation making a case for funding to investigate one technology.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Slides "D1: The NMC Methodology" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides "C1: Future Technology Detecting Tools & Techniques" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
See http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
This document discusses exploring emerging technologies. It provides information on discovering new technologies through peers, publications, experts, and online sources. The document outlines the ILI 2015 conference program and highlights some topics that may be relevant or surprising. It also describes the NMC Horizon Report, which is produced by an international community of experts and identifies important emerging technologies for libraries through a refined expert panel process. The conclusion emphasizes the importance of exploring emerging technologies through various approaches, but also understanding the wider context for implications and planning.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
This document provides information about the IWMW 2015 conference taking place from July 27-29 at Edge Hill University in Ormskirk. The conference theme is "Beyond Digital: Transforming the Institution" and will feature talks, workshops and master classes on digital transformation in higher education. Over the three days, participants can learn new skills, engage with peers, and identify new approaches for their institutions. Social events include a conference dinner and opportunities to explore Ormskirk and meet up in local bars and restaurants.
BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and ...lisbk
Slides for a workshop session on "BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and Practices" facilitated by Brian Kelly at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27 July 2015.
See http://iwmw.org/iwmw2015/talks/systematic-approaches-to-documenting-web-accessibility-policies-and-practices/
Preparing Our Users For Digital Life Beyond the Institutionlisbk
Sides for a talk on "Digital Life Beyond the Institution" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at a seminar for the iSchool, University of Northumbria on 11 February 2015.
See https://ukwebfocus.wordpress.com/events/digital-life-beyond-the-institution/
Why and how librarians should engage with Wikipedialisbk
Slides for a talk on "Why and How Librarians Should Engage With Wikipedia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the CILIPS Autumn Gathering 2014 event in Edinburgh on 30 October 2014.
See http://ukwebfocus.wordpress.com/events/why-and-how-librarians-should-engage-with-wikipedia/
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Major Technology Trends that will Impact Library Services?lisbk
Slides for talk on "What are the Major Technology Trends that will Impact Library Services and their Users?" to be given by Brian Kelly, Innovation Advocate, Cetis at the ILI 2014 conference in London on 21-22 October 2014.
See http://ukwebfocus.wordpress.com/events/ili-2014/
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
3. [ Student information system ]
[ Web portal ]
[ Data warehouse ]
[ Business planning ]
[ Research intelligence ]
[ Collaboration ]
The “performance culture”
Increasing public scrutiny as a response to increasing
scale and complexity of the HE sector.
The “consumerisation of education”
Greater variety of delivery models as a response to
tertiary education becoming a value for money route.Sustained focus on
Widening Participation
1992 re-definition of HEI
landscape
Increasing “freedom” in
revenue generation
Introduction of market
forces
Increase in
scale and
complexity of
students and
courses
Shift from
research to
fees as
primary
“manageable”
funding
stream
Increased scale of
transnational education
Increasing links between
HE & enterprise
Over the last few decades, Higher Education has had to
react to sector-reshaping policy decisions…
4. Next?
Nearable technology?
Open learning?
3-D visualisation?
Flipped classroom?
Expand transnationally?
Industry collaboration?
Cut courses / schools?
Add courses / schools?
Collaborate with other unis?
Virtual Learning Environment?
Implement CRM?
Agile delivery skills?
Two speed IT?
Attendance recording?
Social media engagement?
Digital tours?
Open day app?
5. Marketisation of
Higher Education
will not be reversed
and will accelerate The continued
emergence of
substitutes will start
to materially impact
demand for
traditional degrees
Digital will disrupt
every part of the
institution
Introduction of the
‘Teaching Excellence
Framework’
The pressure to respond to change is set to continue…
7. [ Digital is not about technology, it’s about people. ]
8. IT-alone-led approach to solving
business problems
can be like ‘laying train tracks’
Great for getting places – but only
certain places
If your stakeholders want to go
somewhere different,
you need a more flexible approach
9. Digital programmes are
created by the right
departments, not just IT
All digital activity is
linked to the university’s
overall strategy
The end user is fully
involved in all the
decisions about digital
Academics, staff and students
receive the right training
and ongoing support
10. Benefits-focused approach to
project delivery
Common IT function capabilities
required by all HEI functions…
Structured programme & project
delivery lifecycle
Digital literacy by default
(supported by L&D)
User-centricity and willingness to
change
Common IT function behaviours
required by all HEI functions…
Structured problem-solving
(“project thinking”)
Digital adoption and comfort with
new ways of working
Software licensing & vendor
management
Common IT function activities to
leave in the IT function…
Systems maintenance &
deployment
Hardware & network design and
management
11. • Planning staff seconded to the project: none.
• Academic / college involvement: minimal.
• Training approach: eGuide.
• Good technology platform delivered: yes.
• Business impact: slightly different monthly report now
used for SMT reporting.
• Project over-ran by £500k.
One simple example: the impact of under-investment in business change
• Ambitious Russell Group University.
• Invested ~£1m in a new web-based Business
Intelligence platform.
• Objective was to “join up disparate data” and
enable “performance reporting”.
• Project led by the Planning team.
Project context
• Finance staff seconded to the project: two.
• Academic / college involvement: regular, structured.
• Training approach: User involvement in development,
testing and formal training with follow-on support.
• Good technology platform delivered: yes.
• Business impact: game-changing long- and short-term
planning capability.
Same software Same University Same IT team Same supplier Very different outcomes
• Ambitious Russell Group University.
• Invested ~£1m in a new web-based modelling
and analytics platform.
• Objective was to allow colleagues from different
teams to collaborate in business planning.
• Project led by the Finance team.
Project context
12. “Thinking digitally means taking a whole
institution approach – this is the only way
that the levels of innovation and cultural
change required to become a digital
university can be achieved.”
The 2018 digital university: staying relevant in the digital age, PwC 2015
13. [ Digital is not about technology, it’s about collaboration. ]
14. You don’t need a digital strategy, you need
a business strategy fit for the digital age.
16. • Design and implementation of a new Directorate: The
Office for Digital Learning.
• Academic-led strategy development
• A new “ecosystem” approach to the learning
environment delivered by IT and the ODL.
• Ambitious Post-1992 University.
• Recognised need for new educational approach.
• Project sponsored by SMT.
Project context
One simple example: collaboration to deliver better education
“Dissatisfaction reduces steadily
in line with increasing amounts
of contact.”
The academic experience of students at
English Universities, Bekhradnia, 2012
The nature and volume of time
spent with learners is critical.
1
“~40% of students say managing
to balance working hours and
study hours is having a negative
effect on their education.”
Student Experience Report, National
Union of Students, 2008
The timing and flexibility of
learning activities is important.
2
“It is obvious to students where
blended learning is implemented
as an add-on. It needs to be
planned.”
Student Expectations and Perceptions,
Kandiko, Mawer, 2013
Pedagogical change is complex
and it can go wrong.
3
17. [ Digital is not about technology, it’s about me. ]
18. The HE landscape is getting more and more competitive, and each and
every stakeholder in your University will be getting more demanding.
Agile Universities need to have the ability to engage with each and every
one of them on a personal basis – whatever the channel of engagement.
Gaining a clear understanding of who these stakeholders are, and be
responsive to their needs is a critical success factor – and current systems
and processes generally don’t support this.
The University’s stakeholder community is complex and constantly changing…
Stakeholders’ needs will change as their relationship with the University progresses
19. Exceeding stakeholders expectations requires a joined up approach…
Stakeholders’ needs will change as their relationship with the University progresses
Which types of prospective students do I want to target?
• Do I know which location, language, socio-economic group, gender, academic field,
learning style, social behaviours, etc. represent a student that I want to attract?
• Similarly, do I know which students are most likely to be successful at my University?
How do I convert them?
• How do these students decide which University to apply to?
• How do I honestly compare against my competitors against these criteria?
• What can I do to improve this performance and effectively communicate that?
20. Stakeholders’ needs will change as their relationship with the University progresses
Proximity to home is the primary decision making criteria for 31% of prospective
students….but:
• In socio-economic group A, it is only 22%; and
• In socio-economic group DE, it is 53%.
Many students will decide on criteria that the usual “attraction” techniques won’t
influence:
• 81% of students at Russell Group Unis chose their University based on academic
reputation.
• 71% of post-1992 HEIs chose their University because it provided the specific course
they wanted.
Exceeding stakeholders expectations requires a joined up approach…
21. Stakeholders’ needs will change as their relationship with the University progresses
However – there are many criteria that you can use to engage prospects very
effectively. What are the top 3?
1. Will I get value for money…specifically how will you educate me?
• Maybe by combining digital tech, academic input and clear policies and
processes to enable prospects to participate in SPOCs before applying.
• Maybe by providing a richness of narrative that can avoid misunderstandings
around SSRs.
• Can I see evidence that you have thought about, and care about, how you will
educate me in the best way possible?
Exceeding stakeholders expectations requires a joined up approach…
22. Stakeholders’ needs will change as their relationship with the University progresses
However – there are a bunch of really important things that you can use to
engage prospects very effectively. What are the top 3?
2. Will I be able to feedback to the Uni on my experience, and will it be acted on
in time for me to benefit?
• “Feedback” is a very broad subject, and the perceived priority of this within
prospective and current students is something that surprises many unis.
• Students nowadays are used to instant communication, followed by immediate
action – which is not really compatible with how most Universities are currently
set up. This can be a real differentiator….
Exceeding stakeholders expectations requires a joined up approach…
23. Stakeholders’ needs will change as their relationship with the University progresses
However – there are a bunch of really important things that you can use to
engage prospects very effectively. What are the top 3?
3. Once you convert me, then what – will you still value me?
• Whether or not everyone agrees, students perceive themselves to be a
University’s greatest asset, and they need to be convinced that they will be
valued – publishing a toothless student charter is no good – can I see evidence
that you’re living the principles it contains?
• Also, students are now wary of the “attention gap” following conversion – how
are the various parts of the university collaborating to provide a high quality,
“seamless” student experience from first contact forevermore?
Exceeding stakeholders expectations requires a joined up approach…
27. Improved attraction, retention,
attainment
Data-driven responsiveness, delivering a
truly personalised experience for all
Increase student satisfaction by acting on
feedback in real-time
Predict and resolve
retention issues