Machine Learning - Connectionism
This document considers Artifical Intellegence (AI) and neural works
Developing Distance Learning Material
This paper is intended as a practical guide to help with writing Distance Learning material. This paper considers: Topic One – Introduction and an approach to writing Distance Learning Material. Topic Two – Content of the material Topic Three – Achieving the Learning Outcomes. Topic Four - Some tips on style and aspects of authoring the material. By following guidelines it will help to. • Speed up the writing process • Have a consistent style • Help the students Most of the material
Developing Distance Learning Materials - draft course handbook template
This draft course handbook is the development of a handbook which is intended to provide students with essential information relating to their programme of study, including: general course information, University information, information about the course, the student calendar, information about assessment and academic regulations, help, advice and other information. This has a particular focus for distance learners.
Guide to EBL (Enquiry Based Learning)
This is one of a series of guides produced by the Imaginative Curriculum Network to stimulate thinking and promote good practice in curriculum design. This Guide focuses on ‘Enquiry-based Learning’ (EBL) – on curricula designed around processes of enquiry. It is informed by reports emerging from a programme of staff development that supported lecturers as they each carried out a small-scale project designed to impact on the learning of their students. There is a companion ‘Guide for Busy
Interprofessional Learning Level One workbook
A Workbook for Pre-registration Health and Social Work Students
Interprofessional Learning Level Two workbook
INTERPROFESSIONAL LEARNING PART TWO A Workbook for Pre-registration Health and Social Work Students.
Internet Technology and Lifelong Learning
This is a text version of an online distance-learning course produced in 2004. It is deposited here now (July 2009) for archive purposes. It was originally intended for the professional development of staff involved in any way with the management, design and delivery of lifelong learning. It may be of interest to producers of new courses in this field, or to future historians of technology, or simply to educators who may like to be reminded of how different things were in 2004. Author: Martin Co
Using Portfolio's for Learning and Assessment - A staff handbook
This resource offers guidance for staff on introducing students to portfolios to be used for learning and assessment. It is based on experience gained while working on an FDTL Project “Promoting the Development of key skills through the use of portfolios” (2002 - 2005). The outlined Portfolio Workshops in this handbook have been developed as a result of the Project activities at Leeds Metropolitan University, but are also supported by the findings from the project as a whole. There are 2 acc
Interprofessional Learning Level Two workbook
INTERPROFESSIONAL LEARNING PART TWO A Workbook for Pre-registration Health and Social Work Students.
Interprofessional Learning Level One workbook
INTERPROFESSIONAL LEARNING PART ONE A Workbook for Pre-registration Health and Social Work Students
Giving, Receiving and Learning from Feedback
This is a learning activity about feedback. It examines what feedback is, why it is important and its different forms. It explores the characteristics of effective feedback and skills associated with it. The activity not only takes the dual perspective of giving and receiving of feedback, but also considers the learning opportunities feedback presents. Without learning taking place, feedback is redundant, thus methods which encourage learning are also reviewed. Barriers to effective feedback are
Facilitating Outcomes Based Learning and Teaching: A Guide for Trainers and FET College Lecturers
<p>This guide supports FET College lecturers to make the shift from content-based, lecturer-centred, transmission teaching and learning to an outcomes-based, learnercentred, activity-based approach. It is intended to assist the FET lecturer to understand why and how a particular strategy, method, or idea is useful, and not to just be a “how to” manual of tips. Yet it is at the same time intended to be relevant at all times to the context and practice of the FET lecturer, offering reali
Resources for New Ways of Learning: A Manual for Developers of Learning Resources
<p>During 2005 Saide conducted a series of workshops to build the capacity of a group of educators from FET colleges in course design and learning resource development. From the outset we envisaged the need for a manual that would support people who participated in the workshops as well as their colleagues. The manual is a practical resource that enables us to capture and reformat the various supporting materials we developed for the workshops.</p>
Facilitating Outcomes Based Learning and Teaching: A Guide for Trainers and FET College Lecturers
<p>This guide supports FET College lecturers to make the shift from content-based, lecturer-centred, transmission teaching and learning to an outcomes-based, learnercentred, activity-based approach. It is intended to assist the FET lecturer to understand why and how a particular strategy, method, or idea is useful, and not to just be a “how to” manual of tips. Yet it is at the same time intended to be relevant at all times to the context and practice of the FET lecturer, offering reali
Resources for New Ways of Learning: A Manual for Developers of Learning Resources
<p>During 2005 Saide conducted a series of workshops to build the capacity of a group of educators from FET colleges in course design and learning resource development. From the outset we envisaged the need for a manual that would support people who participated in the workshops as well as their colleagues. The manual is a practical resource that enables us to capture and reformat the various supporting materials we developed for the workshops.</p>
Facilitating Outcomes Based Learning and Teaching: A Guide for Trainers and FET College Lecturers
<p>This guide supports FET College lecturers to make the shift from content-based, lecturer-centred, transmission teaching and learning to an outcomes-based, learnercentred, activity-based approach. It is intended to assist the FET lecturer to understand why and how a particular strategy, method, or idea is useful, and not to just be a “how to” manual of tips. Yet it is at the same time intended to be relevant at all times to the context and practice of the FET lecturer, offering reali
Resources for New Ways of Learning: A Manual for Developers of Learning Resources
<p>During 2005 Saide conducted a series of workshops to build the capacity of a group of educators from FET colleges in course design and learning resource development. From the outset we envisaged the need for a manual that would support people who participated in the workshops as well as their colleagues. The manual is a practical resource that enables us to capture and reformat the various supporting materials we developed for the workshops.</p>
Learning resources and copyright
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E-Learning
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Learning Management System,
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