Reactivate Your Learning at ANESTHESIOLOGY® 2021: Corporate Partnership Education Programs Extend Learning Opportunities

ASA Monitor ◽  
2021 ◽  
Vol 85 (10) ◽  
pp. 21-21
Author(s):  
Debbie Greif
Keyword(s):  
Learning Opportunities ◽  
Education Programs ◽  
Corporate Partnership

Benefits of a Content Multi-Purposing Model

2011 ◽  
pp. 148-151
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Online Course ◽  
Educational Materials ◽  
Education Programs ◽  
Course Materials ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, that the most revenue possible can be earned. In the case of higher education, one potential product is distance education offerings that provide learning opportunities to students who cannot participate in traditional education. The development of distance educational materials for online use, however, can be costly, and subsequent revenue streams may generates little or no revenue, which occurs with many distance education programs. This can be resolved, however, by the strategic re-purposing of online course materials that may have been developed for distance education.

Repurposing Educational Content into an International Market

2011 ◽  
pp. 1754-1757
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
International Market ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Educational Materials ◽  
Education Programs ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, the most revenue possible can be earned. In the case of higher education, one potential product is online education offerings that provide learning opportunities to students who cannot participate in a traditional education. The development of digitized educational materials for online use, however, can be costly and subsequent revenue streams may generate little or no revenue, which has occurred in some instances for distance education programs.

Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues

1988 ◽  
Vol 11 (3) ◽  
pp. 257-264 ◽  
Author(s):  
Alberto M. Ochoa ◽  
Richard Pacheco ◽  
Donald R. Omark
Keyword(s):  
School Districts ◽  
Limited English Proficient ◽  
Hispanic Students ◽  
Learning Disabled ◽  
Learning Opportunities ◽  
Disproportionate Representation ◽  
Learning Needs ◽  
Education Programs ◽  
Disabled Students ◽  
Limited English Proficient Students

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.

scholarly journals Problems in Student Teaching

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Elizabeth Soslau ◽  
James Raths
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Common Core ◽  
Teacher Performance ◽  
Learning Opportunities ◽  
Teacher Education Programs ◽  
Wide Spread ◽  
Education Programs ◽  
Clinical Preparation ◽  
Common Practices

Currently, education schools across the nation are reforming teacher education programs in light of the newly developed common core standards, shifting accreditation principles, new measures of teacher performance, and the pressing concern that in-service teachers are woefully under-prepared for the realities of classrooms. During this time of wide spread programmatic reform, we present a list of considerations that are particularly germane to the clinical preparation of student teachers. Our list includes common practices that limit learning opportunities for student teachers and detract from the meaningfulness of assessing student teachers. We posit three approaches for education schools to consider as they engage in program revisions.

Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues

1983 ◽  
Vol 6 (4) ◽  
pp. 416-423 ◽  
Author(s):  
Alberto M. Ochoa ◽  
Richard Pacheco ◽  
Donald R. Omark
Keyword(s):  
School Districts ◽  
Limited English Proficient ◽  
Hispanic Students ◽  
Learning Disabled ◽  
Learning Opportunities ◽  
Disproportionate Representation ◽  
Learning Needs ◽  
Education Programs ◽  
Disabled Students ◽  
Limited English Proficient Students

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.

Distance Education Quality

2011 ◽  
pp. 171-189 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Education Quality ◽  
Distance Learners ◽  
Education Programs ◽  
High Quality ◽  
Extensive Body ◽  
Distance Courses ◽  
Delivery Technology

The current growth in distance education is a result of a convergence of factors. The delivery technology has become more affordable, available, familiar and interactive. With improvements in the technology, distance courses are now more realistic, engaging, inexpensive, and varied. The audience of learners is more experienced and capable with the technology, due to the increased availability of distance education, and they welcome distance learning into their busy lives. Technology-mediated distance education research has matured enough to produce an extensive body of evidence that distance education can be at least as effective as classroom instruction. The exciting convergence that brought about the growth in distance education also presented distance learners with a challenge: how to choose the best distance learning opportunities from the vast catalog of options. Distance learners can easily compare the costs, technical needs, cognitive requirements, and time demands of distance learning courses. Learners are less well equipped to distinguish high quality courses from the offerings. Distance education programs have the responsibility of communicating to students the quality assurance measures they employ, whether the measures consist of in-house practices or accreditation by outside bodies.

A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program

2018 ◽  
Vol 5 (3) ◽  
pp. 261-272 ◽  
Author(s):  
Andrew P. Driska
Keyword(s):  
Attitude Change ◽  
Large Scale ◽  
Course Design ◽  
Developmentally Appropriate ◽  
Learning Opportunities ◽  
Decision Makers ◽  
Structured Interviews ◽  
Education Programs ◽  
Coach Education ◽  
Utilization Focused

Large-scale online coach education programs have become a preferred method of compulsory training for sport governing bodies. In particular, USA Swimming launched a revised online version of its Foundations of Coaching program in 2013. To evaluate its effectiveness, a utilization-focused evaluation was employed to engage program decision-makers in the process of inquiry. After conducting program elicitation exercises with program decision-makers, semi-structured interviews with 21 participant coaches examined course effects on knowledge, attitudes, and behaviours related to coaching swimming. Coaches indicated learning and implementing changes to their coaching of swimming skills, but also indicated the adoption of developmentally-appropriate training practices, which was supported by a corresponding attitude change towards developmentally-appropriate training. Goal setting and incorporating fun into workouts were also endorsed. The evaluation uncovered positive perceptions of the course, and showed that using the course to initiate an ongoing conversation between USA Swimming and its membership could help extend learning opportunities and professional development. The course’s effect on some attitudes (but not others) showed how intentionality of course design and pedagogy were linked to attitude formation. Future evaluations show promise for improving the function of similar large-scale coach education programs.

scholarly journals Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs / Changement d’opinion: Exploration du potentiel d’intégration de la technologie dans les programmes d’éducation de la petite enfance

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Beverlie Dietze ◽  
Diane Kashin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Learning Opportunities ◽  
Degree Programs ◽  
Education Programs ◽  
Teaching Pedagogy ◽  
Childhood Education ◽  
Petite Enfance ◽  
Learning Programs

Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children’s play and learning opportunities. The authors identify how collegial dialogue helped them to use various technologies and social media in their teaching, which transformed their curriculum and pedagogical philosophy. The paper argues that if technology creates connections between learning in the college or university classroom and is effective practice, it is worthy of further exploration. L’utilisation de la technologie avec des enfants dans des programmes préscolaires d’apprentissage basé sur le jeu suscite des questions pour plusieurs au sein de la communauté de l’Éducation de la petite enfance (EPE). Cet article présente la façon dont deux professeurs enseignant dans des programmes d’études liés à l’EPE ont intégré la technologie éducative dans leur pédagogie d’enseignement comme un moyen de démontrer à leurs étudiants comment elle peut être utilisée pour soutenir le jeu des enfants et les possibilités d’apprentissage. Les auteurs montrent comment un dialogue collégial les a aidés à utiliser diverses technologies et médias sociaux dans leur enseignement, ce qui a eu pour effet de transformer leur programme et leur philosophie pédagogiques. L’article fait valoir que si la technologie crée des liens entre l’apprentissage en milieu postsecondaire et une pratique efficace, elle est par conséquent digne d’une exploration plus poussée.

Survey of honoraria in continuing dental education programs

1974 ◽  
Vol 38 (9) ◽  
pp. 494-496
Author(s):  
RE Coy ◽  
JA Grellner ◽  
RM Cole
Keyword(s):  
Dental Education ◽  
Education Programs
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