Benchmarking and Threshold Standards in Higher Education, Armstrong Michael (Univer
Автор: Kelly, Anthony Название: Benchmarking for School Improvement ISBN: 0415256666 ISBN-13(EAN): 9780415256667 Издательство: Taylor&Francis Рейтинг: Цена: 7654.00 р. Наличие на складе: Нет в наличии.
Автор: Vai Marjorie Название: Essentials of Online Course Design ISBN: 1138780162 ISBN-13(EAN): 9781138780163 Издательство: Taylor&Francis Рейтинг: Цена: 5511.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The second edition of Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development.
Описание: While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation."
– from the foreword by Heather Perfetti, President of the Middle States Commission on Higher Education
Colleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.
The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.
This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.
Название: Benchmarking and Threshold Standards in Higher Education ISBN: 1138160059 ISBN-13(EAN): 9781138160057 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The specification of standards in higher education has long been the subject of international debate. This text covers the rationales, operational issues and perspectives on benchmarking and standards from international viewpoints.
Автор: Loock, Coert , Scherman, Vanessa Название: Educational Assessment in a Time of Reform ISBN: 113839422X ISBN-13(EAN): 9781138394223 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Нет в наличии.
Описание: Educational Assessment in a Time of Reform provides background information on large scale examination systems more generally and the South African examination specifically.
Автор: Koszalka, Russ-Eft & Reiser Название: Instructional Designer Competencies, 4Th Ed ISBN: 1623964040 ISBN-13(EAN): 9781623964047 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 14137.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book provides the most current and complete version of statements defining a competent instructional designer, for those who are or aspire to practice in virtually any context, anywhere in the world. The research conducted to update and validate these standards included obtaining feedback from over 1000 senior to novice practitioners and scholars working in the North, South, and Central Americas, Europe, Asia, Australia and New Zealand, and African nations. This book is intended for those who hire, train, and prepare instructional designers and those who work (or plan to work) as instructional designers. It provides an updated description of the profession. It lays out the most critical competencies (e.g., knowledge, skills, and attitudes) of the successful instructional designer, regardless of the context in which they work (e.g., K-12, higher education, business and industry, government and military, private consultancy, informal or formal), the location in which they practice (e.g., the Americas, Europe, Asia, Africa, Australia), and the type of delivery for which they design (e.g., face-to-face, paper-based, digital, blended). There have always been questions about what instructional designers do… such questions led to the creation of ibstpi more than 30 years ago. Yet, this questioning is especially true today with the growing call for developers of e-learning and other technology-supported instruction. The term ‘instructional designer’ seems to have become a generic phrase that now lends itself to a broad range of meanings, and yet, it is a definitive profession with a specific scope and focus. The more widely the label ‘instructional designer’ is used, the more room there is for misunderstanding about what is called for in skills, behaviours, competencies, and outputs. What is called for in the midst of this learning boom is clarity, direction and uniform expectations. With a common understanding, we can help avert poor design, especially in e-learning and technology-supported instruction, which often fails learners or has high attrition rates. Grounded on rigorous research, consulting hundreds of practitioners around the world, this book articulates and explains what is required to be a competent instructional designer. It includes the set of standards that clarifies the profession and provides a set of competencies for creating hiring schemes, professional development guidelines, performance assessments, work plans, and curriculum to prepare instructional designers.The instructional designer profession continues to grow in wake of emerging technologies, new pedagogies, and virtual learning environments. However, many educators, instructors, and even training specialists often lack the competencies to design, develop, implement, and evaluate these newer types of instructional solutions. This book articulates and explains the competencies that are required to be a competent instructional designer.
Описание: While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation."
– from the foreword by Heather Perfetti, President of the Middle States Commission on Higher Education
Colleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.
The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.
This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.
Автор: Koszalka, Russ-Eft & Reiser Название: Instructional Designer Competencies, 4Th Ed ISBN: 1623964032 ISBN-13(EAN): 9781623964030 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book provides the most current and complete version of statements defining a competent instructional designer, for those who are or aspire to practice in virtually any context, anywhere in the world. The research conducted to update and validate these standards included obtaining feedback from over 1000 senior to novice practitioners and scholars working in the North, South, and Central Americas, Europe, Asia, Australia and New Zealand, and African nations. This book is intended for those who hire, train, and prepare instructional designers and those who work (or plan to work) as instructional designers. It provides an updated description of the profession. It lays out the most critical competencies (e.g., knowledge, skills, and attitudes) of the successful instructional designer, regardless of the context in which they work (e.g., K-12, higher education, business and industry, government and military, private consultancy, informal or formal), the location in which they practice (e.g., the Americas, Europe, Asia, Africa, Australia), and the type of delivery for which they design (e.g., face-to-face, paper-based, digital, blended). There have always been questions about what instructional designers do… such questions led to the creation of ibstpi more than 30 years ago. Yet, this questioning is especially true today with the growing call for developers of e-learning and other technology-supported instruction. The term ‘instructional designer’ seems to have become a generic phrase that now lends itself to a broad range of meanings, and yet, it is a definitive profession with a specific scope and focus. The more widely the label ‘instructional designer’ is used, the more room there is for misunderstanding about what is called for in skills, behaviours, competencies, and outputs. What is called for in the midst of this learning boom is clarity, direction and uniform expectations. With a common understanding, we can help avert poor design, especially in e-learning and technology-supported instruction, which often fails learners or has high attrition rates. Grounded on rigorous research, consulting hundreds of practitioners around the world, this book articulates and explains what is required to be a competent instructional designer. It includes the set of standards that clarifies the profession and provides a set of competencies for creating hiring schemes, professional development guidelines, performance assessments, work plans, and curriculum to prepare instructional designers.The instructional designer profession continues to grow in wake of emerging technologies, new pedagogies, and virtual learning environments. However, many educators, instructors, and even training specialists often lack the competencies to design, develop, implement, and evaluate these newer types of instructional solutions. This book articulates and explains the competencies that are required to be a competent instructional designer.
Описание: This book provides an authoritative overview of the criteria and standards of the doctorate across a wide range of international settings, with a particular focus on the practices of examining. Presenting case studies and research from 13 universities in 13 countries across Africa, Asia, North and South America, Australia, and Europe, the book is based on in-depth interviews and comparative analyses of the PhD examining experience. It reveals the variations and similarities in different academic traditions and investigates the extent to which there are comparable expectations and standards across countries. It suggests that criteria and standards – both written and unwritten – are broadly similar, but shows that there is a need for much more explicitly formulated criteria and standards for an internationalised approach to doctoral assessment.Following on from the 2019 book The Doctorate as Experience in Europe and Beyond, this book will be of great interest to current and potential doctoral examiners, researchers of higher education, and university administrators.
Описание: This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once human organizational, national or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism.
Автор: Murray, Neil (university Of Warwick) Название: Standards of english in higher education ISBN: 1108436439 ISBN-13(EAN): 9781108436434 Издательство: Cambridge Academ Рейтинг: Цена: 5069.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Essential reading for policymakers, senior university managers, university English language providers, admissions bodies, and the many academics who find themselves teaching students who struggle to cope with the language demands of their degree courses, this book identifies and clarifies key issues and challenges, and recommends strategies for addressing them.
Автор: Murray Название: Standards of English in Higher Education ISBN: 1107032784 ISBN-13(EAN): 9781107032781 Издательство: Cambridge Academ Рейтинг: Цена: 11088.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Essential reading for policymakers, senior university managers, university English language providers, admissions bodies, and the many academics who find themselves teaching students who struggle to cope with the language demands of their degree courses, this book identifies and clarifies key issues and challenges, and recommends strategies for addressing them.
ООО "Логосфера " Тел:+7(495) 980-12-10 www.logobook.ru
