it's all about student success

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Its All About Student Success12.11.2013 Fulfilling the Baker College Mission It’s All About Student Success: Welcome to the first of seven First Year Faculty Experience (FYFE) web-based professional development sessions “It’s All About Student Success: Fulfilling the Baker College Mission.” Provide an overview of the Baker College Mission and Eleven Guiding Principles Introduce the AIM Initiative and the three domains (Quality Teaching & Learning, Assessment, and Curriculum) Discuss the Institutional Student Learning Outcomes Explain the Faculty Growth and Evaluation Process Objectives The objectives for this session are to: provide an overview of the Baker College Mission and Eleven Guiding Principles. introduce the AIM Initiative and the three domains (Quality Teaching & Learning, Assessment, and Curriculum). discuss the Institutional Student Learning Outcomes. explain the Faculty Growth and Evaluation Process. At the end of this session you will be asked a couple of questions to check for understanding. Please take this quiz so your completion of this session will be recorded. You only have to take the quiz once but you are more than welcome to review this session as many times as you would like. The Mission of Baker College is to provide quality higher education and training which enable graduates to be successful throughout challenging and rewarding careers. Baker College Mission The Mission of Baker College is to provide quality higher education and training which enable graduates to be successful throughout challenging and rewarding careers. Obviously, we’re an institution of higher education. Academics are at the heart of what we do, and why we’re here. Ultimately, everything we do comes down to student learning: What can we do to best prepare our students for challenging and rewarding careers in the 21st century? 21st century career skills in many ways look and feel different than skills necessary 10 or 15 years ago. You’ve probably noticed the pace of innovation, creativity, and seismic shifts in your own career field. This has implications for our work with students, not only now, but also for the future. The Eleven Guiding Principles Right-to-Try The Ten Guiding Principles of Baker College were first articulated in 1996 in the process of writing the 1997-2007 Strategic Plan. The College added Continuous Improvement as an Eleventh Guiding Principle in 2010 in conjunction with its adoption of the Academic Quality Improvement program for its Higher Learning Commission accreditation. The Guiding Principles were used as the basis of the College’s Strategic Vision for the 2007-2012 years. The title of the Strategic Vision was “Driven by Mission, Guided by Principles.” The Guiding Principles have become integral to the institutional life and culture of the College. They are embraced by faculty and staff and are truly the spiritual cornerstone of the College. The Eleven Guiding Principles were revised by the College’s leadership in 2012. Some minor adjustments were made, but the spirit and essence of the Guiding Principles remain remarkably intact and unchanged from the first publication in 1996. These principles are: Right to Try Disciplined Fiscal Management Disciplined Fiscal Management Disciplined Fiscal Management Customer Focus Customer Focus Customer Focus Customer Focus Willingness to Change and Adapt Willingness to Change and Adapt Willingness to Change and Adapt Willingness to Change and Adapt Strong Image Strong Image Strong Image Strong Image Accountable for Mission, Stated Values and Public Trust Accountable for Mission, Stated Values and Public Trust Accountable for Mission, Stated Values and Public Trust Accountable for Mission, Stated Values, and Public Trust High Work Ethic of Employees High Work Ethic of Employees High Work Ethic of Employees High Work Ethic of Employees Team Orientated Atmosphere Team Orientated Atmosphere Team Orientated Atmosphere Team-Oriented Atmosphere The Eleven Guiding Principles The Eleven Guiding Principles Community Orientation Community Orientation The Eleven Guiding Principles The Eleven Guiding Principles Continuous Improvement Continuous Improvement The Eleven Guiding Principles The Eleven Guiding Principles Highly Effective Programs and Delivery Systems And Highly Effective Programs and Delivery Systems Academic Improvement Model (AIM) As mentioned earlier, we adopted the Academic Quality Improvement Program (AQIP) for our accreditation with the Higher Learning Commission in 2010. One of our first AQIP Initiatives was the Academic Improvement Model (AIM). The goal of the AIM initiative was to establish the philosophical foundation of what we, as an institution, believe quality teaching and learning looks like. This foundation has impacted how we design, develop, deliver and assess curriculum to ensure that we are offering highly effective programs. The three components of AIM which strike the balance of highly effective programs are: Quality Teaching and Learning; Assessment; and Curriculum Development. Faculty perspectives Student perspectives Baker ISLOs Researched best practices Quality Teaching and Learning In 2010, each campus was asked to select faculty to examine the question: What does quality teaching and learning look like, not only from the instructors’ perspectives, but also from the students’ perspectives. Representatives from each campus then met numerous times to sift through the concepts and map out how they impact the Baker College Institutional Student Learning Outcomes. Faculty were intentional to integrate research on best practices in postsecondary teaching and learning. Results from this comprehensive project have influenced faculty hiring and evaluation, professional development, and identification of instructional resources. Ultimately, the area of Quality Teaching and Learning is a fluid exploration of what the “art of teaching” is all about. In large part, this project has reaffirmed that a college education today must emphasize the development of 21st century skills and knowledge, foster deep learning and critical thinking, and be guided by a learner-centered instructional model. Source: Partnership for 21st Century Skills: www.p21.org 21st Century Skills Quality teaching and learning, which focuses on student centered and active learning, fits with who we are as an institution. In order to help students develop 21st century skills and knowledge, learner-centered instruction means that the student takes the primary responsibility for their learning, and the faculty is responsible for facilitating quality learning experiences. This may look and feel somewhat different than what you and I experienced in college. But again, as an institution committed to providing quality education and training for our students in the 21st century; as an institution continuously seeking ways to improve what we do to meet stringent career and accreditation standards; and as a college leading in postsecondary education, we should be willing to explore, encourage, and implement quality teaching and learning experiences for our students. (Graphic source: Source: Partnership for 21st Century Skills: www.p21.org) Assessment: More Than Tests Program Outcomes The second key area AIM addresses is assessment. Typically when we hear the word “assessment,” quizzes and tests come to mind. However, for Baker College, assessment is so much more. In our continuous quality improvement efforts, we view assessment as more than just a classroom exercise. We encourage continuous exploration into whether each program as a whole meeting its goals? If we’re not meeting those goals, what do we need to change? How will we know if the changes are effective? Is how we’re measuring a program really measuring what we want it to measure? In other words, are our assessments reliable? Are they valid? Assessment and Faculty Faculty We have changed how we’re coaching and evaluating our faculty and whether our faculty are gaining the knowledge and skills to teach for 21st century careers. As we think about the implications of assessment, we’ll be providing professional development and tools for this critical area, not only at the program level, but also for the classroom. This will be an ongoing effort as part of AIM. Assessing Classroom Learning Classroom Learning In the classroom, whether it’s online or face-to-face, we also need to know if “how” we are measuring student learning, is in fact measuring what we want it to? In other words, how will we KNOW the students know and are able to do what’s needed in their 21st century careers? If the students aren’t understanding the necessary concepts, then what? Do we need to re-teach something (and then re-assess the learning)? Perhaps we need to learn new or different ways to teach the concepts. In any case, to best prepare our students to be competitive and successful in their career fields, we want to make sure we can accurately measure their knowledge and skills. This may mean that how (or even WHETHER) tests are given may look different. Because some accrediting agencies require certain state or national certification exams, some assessments might resemble those formats. For some careers, work products or portfolios might be more appropriate; for others, it might be a hands-on assessment. Almost all careers today require excellent writing skills, so we need to make sure we are including this in our assessments. Our goal is to have a variety of methods that measure student learning that most closely resemble real world or “authentic” assessments. Learning ExperiencesCourse OutcomesProgram OutcomesInstitutional Student Learning OutcomesBaker College Mission Curriculum Development Curriculum Development – ties it all together. Curriculum is designed with the end in mind where content and instruction are designed to support quality teaching and learning, as well as, assessment. This is a curriculum process that leads to shared resources and a greater degree of rigor. Obviously, a shift to a learner-centered instructional methodology requires a coinciding revision of much of our curriculum which is taking place over a five year period. One of the most common statements we hear from both brand new faculty and those who have taught elsewhere is an appreciation that at Baker, they don’t have to create their courses “from scratch.” This is another unique characteristic of life at Baker College. Using research-based practices, we invest heavily in curriculum development to ensure rigorous academic standards and consistency of delivery, regardless of campus location. From our mission and Institutional Student Learning Outcomes, to Program Outcomes, to individual course Student Learning Outcomes, our approach has an intentionality that is unmatched in higher education. Whereas the Quality Teaching and Learning component is about the “art” of teaching, the curriculum development process at Baker is more about the “science” of teaching, the practical instructional methods. Partnership for 21st Century Skills: Content literacy Creativity and innovation Information and media literacy Communication Critical thinking & problem solving Collaborative skills Initiative & self-direction Flexibility & adaptability Social & cross-cultural skills Productivity & accountability Leadership & responsibility Source: www.p21.org Baker College ISLOs Students will demonstrate upon the completion of their programs: Career-ready knowledge and skills. Attitudes and behaviors that promote success in the workplace and effective social interaction with diverse people. Information literacy which includes recognizing the need for information and identifying, locating, evaluating, and effectively using that information. Effective communication in various academic and career settings using technology as appropriate. Critical thinking including analysis, synthesis, and problem solving which are applicable to the field of study, the workplace, and other life situations. Broad-based knowledge, which includes an understanding of cultural, ethical, social, political, and global issues. Institutional Student Learning Outcomes (ISLOs) In our efforts to improve our programs and delivery systems to be highly effective, we’ve recognized that much of our course curricula and Program Outcomes need to be redesigned to align with 21st century career skills. Interestingly, our Baker College Institutional Student Learning Outcomes, or ISLOs, correlate to the researched 21st century skills. Regardless of whether the student is in a certificate, associate, bachelor, or graduate level program, our goal is that students will demonstrate these outcomes by the time they complete their program. To achieve this, the decision was made that an intentional, consistent design process needed to be used, based on what students need to KNOW and be able to DO. This impacts individual courses, as well as programs. We determined that the Understanding by Design, or “UbD,” curriculum development model would best fit Baker College’s purposes for effective delivery of academic programs. AIM Summary As an institution, and hopefully in our classrooms, we are always trying to get better, for the singular goal of preparing our graduates to be successful in challenging and rewarding careers. Hopefully you’ve started to see how the three elements of the Academic Improvement Model initiative: Quality Teaching and Learning, Assessment of learning, and Curriculum Development all fit together. We think you’ll recognize that it’s not really a linear process. Quality Teaching and Learning both impact and are impacted by Curriculum Development and Assessment. Assessment helps us develop curriculum and measure if it’s effective; and developing curriculum to meet 21st century needs is essential to quality teaching and learning. Summary Summary Obviously, the most important knowledge and skills that students will need in your individual classes are tied to the course Student Learning Outcomes, or SLOs. Ultimately, the SLOs are what must be mastered in any given course. Think of your SLOs as the main floor of a house, where most of the “living” takes place. But beneath that is the “foundation” of the ISLOs. Just as the foundation supports a house, the Institutional Student Learning Outcomes support the course Student Learning Outcomes. We encourage you to be creative in threading learning experiences into your course, not only to meet the SLOs, but also to develop these deeper outcomes for all of our students. Faculty Growth and Evaluation Process (FGEP) When we discussed Assessment, it was mentioned that we have changed how we’re coaching and evaluating our faculty. Historically, the faculty evaluation process has not been able to inform system-wide professional development of new and established faculty regarding Learner-Centered Instruction, curriculum, assessment, and general professionalism. We have adopted a coaching and evaluation process known as the Faculty Growth and Evaluation Process (FGEP). Through this process your direct supervisor will observe you in your classroom within your first quarter of teaching to support your instructional growth. You should also expect to create a Professional Growth Plan (PGP) within your first year as an instructor at Baker College. Support continuous improvement of quality teaching and learning in classrooms Assist faculty with providing authentic experiences for students Focuses on student learning Engages faculty in best practices Uses multiple sources of data for faculty growth Engages faculty in deep conversations on quality teaching and learning Purpose and Goals The purpose and goals of the Faculty Growth and Evaluation Process is to: support continuous improvement of quality teaching and learning in classrooms. assist faculty (you) with providing authentic experiences for students. focus on student learning . engages faculty in best practices. use multiple sources of data for faculty growth. engage faculty in deep conversations on quality teaching and learning. Seven Principles for Good Practice in Undergraduate Education (Arthur W. Chickering and Zelda F. Gamson. 1987) Four Pillars of Effective Instruction (Institute for Effective Instruction, Kirkland, WA, 2009.) Four Characteristics of Effective College/ University Teaching (Diana Laurillard, Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, 1993) Three Characteristics of an Effective Teacher (Thomas Good and Jere Brophy. Looking in Classrooms, 2007) Research Based The collaborative effort of faculty across our many campuses, as mentioned earlier, was focused on “What does quality teaching and learning look like, not only from the instructors’ perspectives, but also from the students’ perspectives.” Faculty were intentional to integrate research on best practices in postsecondary teaching and learning. Results from this comprehensive project has influenced coaching and evaluation, professional development, and identification of instructional resources. Mentioning that this effort is tied to educational research is vital because it’s important for you as an instructor to know that items on the Classroom Observation Form didn’t get pulled out of thin air. There is a body of research that identifies effective teaching strategies and we want our Baker instructors to use them. The major research items listed on this slide were primarily used among others to identify quality teaching and learning at Baker College. One is older to show that many of the good teaching practices have been around for years. (Chickering and Gamson, 1987 is a classic). One is by a group that certifies instructors (Institute for Effective Instruction) One is international (Diana Laurillard is from Great Britain) and one (Good and Brophy) is quite current. In fact, it is the research that Harry Wong used to craft his book, The First Days of School, as you’ll see in a little while. Classroom Observation Forms There are four specific categories that we believe support quality instruction in the classroom: Planning and Preparation encompasses instructional design and assessment strategies aligned with Student Learning Outcomes. Professional Expertise encompasses subject matter competence and the career-specific behaviors expected in the field. Learning Environment encompasses the organization, structure, and atmosphere of respect, collaboration and intellectual curiosity that fosters successful learning. Learning Facilitation encompasses the implementation of instructional strategies that promotes student learning. This process is about improving teaching and not pure evaluation. The same observation/evaluation instrument and scale will be used for all faculty. We need to be clear that receiving a “does not meet” expectations is okay. There are no numbers associated with the faculty observation scale. This is intentional. There is no sum or average, instead we are focused on the category title, and what we can do to help faculty improve their teaching. Faculty Growth and Evaluation Process In addition, the following points should be noted regarding the new Faculty Evaluation and Growth Process. We stress that this process is about improving teaching and not pure evaluation. This is not about being defensive and justifying behavior and should not be about just completing paperwork to satisfy Human Resources. The same observation/evaluation instrument and scale will be used for all faculty. It should be anticipated and communicated that a new faculty member may not “meet expectations” in some areas during their first Baker teaching experience, especially considering Baker’s adjunct faculty model where we hire faculty members with no prior college teaching experience but hire for expertise in the content area. We need to be clear that receiving a “does not meet” expectations is okay. Our goal is to move everyone forward from their current skill level. If we could get all instructors into the “meets expectations” category, we will be thrilled. There are no numbers associated with the faculty observation scale. This is intentional. There is no sum or average, instead we are focused on the category title, and what we can do to help faculty improve their teaching. Culture Emphasizing High Academic Standards We hope you’ve seen that AIM and the Faculty Growth and Evaluation Process (FGEP) is really about the culture at Baker emphasizing high academic standards, that we’re not content to just sit back and rest on our past successes, and that we’re working hard to provide the resources for you so that together through our work we can accomplish our mission of impacting our students to be successful in challenging and rewarding careers. If you’re a faculty member, we encourage you to actively pursue opportunities to improve your teaching, try new strategies, and help students prepare for their careers. Conclusion Conclusion It’s All About Student Success Quiz This concludes the web-based professional development session: “It’s All About Student Success: Fulfilling the Baker College Mission.” Please click on the link on this page to take the quiz so that your successful completion will be recorded. 
Its All About Student Success12.11.2013 @@ Welcome to the first of seven First Year Faculty Experience (FYFE) web-based professional development sessions “It’s All About Student Success: Fulfilling the Baker College Mission.” @@ The objectives for this session are to: provide an overview of the Baker College Mission and Eleven Guiding Principles. introduce the AIM Initiative and the three domains (Quality Teaching & Learning, Assessment, and Curriculum). discuss the Institutional Student Learning Outcomes. explain the Faculty Growth and Evaluation Process. At the end of this session you will be asked a couple of questions to check for understanding. Please take this quiz so your completion of this session will be recorded. You only have to take the quiz once but you are more than welcome to review this session as many times as you would like. @@ The Mission of Baker College is to provide quality higher education and training which enable graduates to be successful throughout challenging and rewarding careers. Obviously, we’re an institution of higher education. Academics are at the heart of what we do, and why we’re here. Ultimately, everything we do comes down to student learning: What can we do to best prepare our students for challenging and rewarding careers in the 21st century? 21st century career skills in many ways look and feel different than skills necessary 10 or 15 years ago. You’ve probably noticed the pace of innovation, creativity, and seismic shifts in your own career field. This has implications for our work with students, not only now, but also for the future. @@ The Ten Guiding Principles of Baker College were first articulated in 1996 in the process of writing the 1997-2007 Strategic Plan. The College added Continuous Improvement as an Eleventh Guiding Principle in 2010 in conjunction with its adoption of the Academic Quality Improvement program for its Higher Learning Commission accreditation. The Guiding Principles were used as the basis of the College’s Strategic Vision for the 2007-2012 years. The title of the Strategic Vision was “Driven by Mission, Guided by Principles.” The Guiding Principles have become integral to the institutional life and culture of the College. They are embraced by faculty and staff and are truly the spiritual cornerstone of the College. The Eleven Guiding Principles were revised by the College’s leadership in 2012. Some minor adjustments were made, but the spirit and essence of the Guiding Principles remain remarkably intact and unchanged from the first publication in 1996. These principles are: Right to Try @@ Disciplined Fiscal Management @Customer Focus@ Customer Focus @Willingness to Change and Adapt@ Willingness to Change and Adapt @Strong Image@ Strong Image @Accountable for Mission, Stated Values and Public Trust@ Accountable for Mission, Stated Values, and Public Trust @High Work Ethic of Employees@ High Work Ethic of Employees @Team Orientated Atmosphere@ Team-Oriented Atmosphere @The Eleven Guiding Principles@ Community Orientation @The Eleven Guiding Principles@ Continuous Improvement @The Eleven Guiding Principles@ And Highly Effective Programs and Delivery Systems @@ As mentioned earlier, we adopted the Academic Quality Improvement Program (AQIP) for our accreditation with the Higher Learning Commission in 2010. One of our first AQIP Initiatives was the Academic Improvement Model (AIM). The goal of the AIM initiative was to establish the philosophical foundation of what we, as an institution, believe quality teaching and learning looks like. This foundation has impacted how we design, develop, deliver and assess curriculum to ensure that we are offering highly effective programs. The three components of AIM which strike the balance of highly effective programs are: Quality Teaching and Learning; Assessment; and Curriculum Development. @@ In 2010, each campus was asked to select faculty to examine the question: What does quality teaching and learning look like, not only from the instructors’ perspectives, but also from the students’ perspectives. Representatives from each campus then met numerous times to sift through the concepts and map out how they impact the Baker College Institutional Student Learning Outcomes. Faculty were intentional to integrate research on best practices in postsecondary teaching and learning. Results from this comprehensive project have influenced faculty hiring and evaluation, professional development, and identification of instructional resources. Ultimately, the area of Quality Teaching and Learning is a fluid exploration of what the “art of teaching” is all about. In large part, this project has reaffirmed that a college education today must emphasize the development of 21st century skills and knowledge, foster deep learning and critical thinking, and be guided by a learner-centered instructional model. @@ Quality teaching and learning, which focuses on student centered and active learning, fits with who we are as an institution. In order to help students develop 21st century skills and knowledge, learner-centered instruction means that the student takes the primary responsibility for their learning, and the faculty is responsible for facilitating quality learning experiences. This may look and feel somewhat different than what you and I experienced in college. But again, as an institution committed to providing quality education and training for our students in the 21st century; as an institution continuously seeking ways to improve what we do to meet stringent career and accreditation standards; and as a college leading in postsecondary education, we should be willing to explore, encourage, and implement quality teaching and learning experiences for our students. (Graphic source: Source: Partnership for 21st Century Skills: www.p21.org) @@ The second key area AIM addresses is assessment. Typically when we hear the word “assessment,” quizzes and tests come to mind. However, for Baker College, assessment is so much more. In our continuous quality improvement efforts, we view assessment as more than just a classroom exercise. We encourage continuous exploration into whether each program as a whole meeting its goals? If we’re not meeting those goals, what do we need to change? How will we know if the changes are effective? Is how we’re measuring a program really measuring what we want it to measure? In other words, are our assessments reliable? Are they valid? @@ We have changed how we’re coaching and evaluating our faculty and whether our faculty are gaining the knowledge and skills to teach for 21st century careers. As we think about the implications of assessment, we’ll be providing professional development and tools for this critical area, not only at the program level, but also for the classroom. This will be an ongoing effort as part of AIM. @@ In the classroom, whether it’s online or face-to-face, we also need to know if “how” we are measuring student learning, is in fact measuring what we want it to? In other words, how will we KNOW the students know and are able to do what’s needed in their 21st century careers? If the students aren’t understanding the necessary concepts, then what? Do we need to re-teach something (and then re-assess the learning)? Perhaps we need to learn new or different ways to teach the concepts. In any case, to best prepare our students to be competitive and successful in their career fields, we want to make sure we can accurately measure their knowledge and skills. This may mean that how (or even WHETHER) tests are given may look different. Because some accrediting agencies require certain state or national certification exams, some assessments might resemble those formats. For some careers, work products or portfolios might be more appropriate; for others, it might be a hands-on assessment. Almost all careers today require excellent writing skills, so we need to make sure we are including this in our assessments. Our goal is to have a variety of methods that measure student learning that most closely resemble real world or “authentic” assessments. @@ Curriculum Development – ties it all together. Curriculum is designed with the end in mind where content and instruction are designed to support quality teaching and learning, as well as, assessment. This is a curriculum process that leads to shared resources and a greater degree of rigor. Obviously, a shift to a learner-centered instructional methodology requires a coinciding revision of much of our curriculum which is taking place over a five year period. One of the most common statements we hear from both brand new faculty and those who have taught elsewhere is an appreciation that at Baker, they don’t have to create their courses “from scratch.” This is another unique characteristic of life at Baker College. Using research-based practices, we invest heavily in curriculum development to ensure rigorous academic standards and consistency of delivery, regardless of campus location. From our mission and Institutional Student Learning Outcomes, to Program Outcomes, to individual course Student Learning Outcomes, our approach has an intentionality that is unmatched in higher education. Whereas the Quality Teaching and Learning component is about the “art” of teaching, the curriculum development process at Baker is more about the “science” of teaching, the practical instructional methods. @@ In our efforts to improve our programs and delivery systems to be highly effective, we’ve recognized that much of our course curricula and Program Outcomes need to be redesigned to align with 21st century career skills. Interestingly, our Baker College Institutional Student Learning Outcomes, or ISLOs, correlate to the researched 21st century skills. Regardless of whether the student is in a certificate, associate, bachelor, or graduate level program, our goal is that students will demonstrate these outcomes by the time they complete their program. To achieve this, the decision was made that an intentional, consistent design process needed to be used, based on what students need to KNOW and be able to DO. This impacts individual courses, as well as programs. We determined that the Understanding by Design, or “UbD,” curriculum development model would best fit Baker College’s purposes for effective delivery of academic programs. @@ As an institution, and hopefully in our classrooms, we are always trying to get better, for the singular goal of preparing our graduates to be successful in challenging and rewarding careers. Hopefully you’ve started to see how the three elements of the Academic Improvement Model initiative: Quality Teaching and Learning, Assessment of learning, and Curriculum Development all fit together. We think you’ll recognize that it’s not really a linear process. Quality Teaching and Learning both impact and are impacted by Curriculum Development and Assessment. Assessment helps us develop curriculum and measure if it’s effective; and developing curriculum to meet 21st century needs is essential to quality teaching and learning. @Summary@ Obviously, the most important knowledge and skills that students will need in your individual classes are tied to the course Student Learning Outcomes, or SLOs. Ultimately, the SLOs are what must be mastered in any given course. Think of your SLOs as the main floor of a house, where most of the “living” takes place. But beneath that is the “foundation” of the ISLOs. Just as the foundation supports a house, the Institutional Student Learning Outcomes support the course Student Learning Outcomes. We encourage you to be creative in threading learning experiences into your course, not only to meet the SLOs, but also to develop these deeper outcomes for all of our students. @@ When we discussed Assessment, it was mentioned that we have changed how we’re coaching and evaluating our faculty. Historically, the faculty evaluation process has not been able to inform system-wide professional development of new and established faculty regarding Learner-Centered Instruction, curriculum, assessment, and general professionalism. We have adopted a coaching and evaluation process known as the Faculty Growth and Evaluation Process (FGEP). Through this process your direct supervisor will observe you in your classroom within your first quarter of teaching to support your instructional growth. You should also expect to create a Professional Growth Plan (PGP) within your first year as an instructor at Baker College. @@ The purpose and goals of the Faculty Growth and Evaluation Process is to: support continuous improvement of quality teaching and learning in classrooms. assist faculty (you) with providing authentic experiences for students. focus on student learning . engages faculty in best practices. use multiple sources of data for faculty growth. engage faculty in deep conversations on quality teaching and learning. @@ The collaborative effort of faculty across our many campuses, as mentioned earlier, was focused on “What does quality teaching and learning look like, not only from the instructors’ perspectives, but also from the students’ perspectives.” Faculty were intentional to integrate research on best practices in postsecondary teaching and learning. Results from this comprehensive project has influenced coaching and evaluation, professional development, and identification of instructional resources. Mentioning that this effort is tied to educational research is vital because it’s important for you as an instructor to know that items on the Classroom Observation Form didn’t get pulled out of thin air. There is a body of research that identifies effective teaching strategies and we want our Baker instructors to use them. The major research items listed on this slide were primarily used among others to identify quality teaching and learning at Baker College. One is older to show that many of the good teaching practices have been around for years. (Chickering and Gamson, 1987 is a classic). One is by a group that certifies instructors (Institute for Effective Instruction) One is international (Diana Laurillard is from Great Britain) and one (Good and Brophy) is quite current. In fact, it is the research that Harry Wong used to craft his book, The First Days of School, as you’ll see in a little while. @@ There are four specific categories that we believe support quality instruction in the classroom: Planning and Preparation encompasses instructional design and assessment strategies aligned with Student Learning Outcomes. Professional Expertise encompasses subject matter competence and the career-specific behaviors expected in the field. Learning Environment encompasses the organization, structure, and atmosphere of respect, collaboration and intellectual curiosity that fosters successful learning. Learning Facilitation encompasses the implementation of instructional strategies that promotes student learning. @@ In addition, the following points should be noted regarding the new Faculty Evaluation and Growth Process. We stress that this process is about improving teaching and not pure evaluation. This is not about being defensive and justifying behavior and should not be about just completing paperwork to satisfy Human Resources. The same observation/evaluation instrument and scale will be used for all faculty. It should be anticipated and communicated that a new faculty member may not “meet expectations” in some areas during their first Baker teaching experience, especially considering Baker’s adjunct faculty model where we hire faculty members with no prior college teaching experience but hire for expertise in the content area. We need to be clear that receiving a “does not meet” expectations is okay. Our goal is to move everyone forward from their current skill level. If we could get all instructors into the “meets expectations” category, we will be thrilled. There are no numbers associated with the faculty observation scale. This is intentional. There is no sum or average, instead we are focused on the category title, and what we can do to help faculty improve their teaching. @@ We hope you’ve seen that AIM and the Faculty Growth and Evaluation Process (FGEP) is really about the culture at Baker emphasizing high academic standards, that we’re not content to just sit back and rest on our past successes, and that we’re working hard to provide the resources for you so that together through our work we can accomplish our mission of impacting our students to be successful in challenging and rewarding careers. If you’re a faculty member, we encourage you to actively pursue opportunities to improve your teaching, try new strategies, and help students prepare for their careers. @Conclusion@ This concludes the web-based professional development session: “It’s All About Student Success: Fulfilling the Baker College Mission.” Please click on the link on this page to take the quiz so that your successful completion will be recorded. 
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DRAFT XSD for IMS Content Packaging version 1.1 DRAFT Copyright (c) 2001 IMS GLC, Inc. 2000-04-21, Adjustments by T.D. Wason from CP 1.0. 2001-02-22, T.D.Wason: Modify for 2000-10-24 XML-Schema version. Modified to support extension. 2001-03-12, T.D.Wason: Change filename, target and meta-data namespaces and meta-data fielname. Add meta-data to itemType, fileType and organizationType. Do not define namespaces for xml in XML instances generated from this xsd. Imports IMS meta-data xsd, lower case element names. This XSD provides a reference to the IMS meta-data root element as imsmd:record If the IMS meta-data is to be used in the XML instance then the instance must define an IMS meta-data prefix with a namespace. The meta-data targetNamespace should be used. 2001-03-20, Thor Anderson: Remove manifestref, change resourceref back to identifierref, change manifest back to contained by manifest. --Tom Wason: manifest may contain _none_ or more manifests. 2001-04-13 Tom Wason: corrected attirbute name structure. Was misnamed type. 2001-05-14 Schawn Thropp: Made all complexType extensible with the group.any Added the anyAttribute to all complexTypes. Changed the href attribute on the fileType and resourceType to xsd:string Changed the maxLength of the href, identifierref, parameters, structure attributes to match the Information model. 2001-07-25 Schawn Thropp: Changed the namespace for the Schema of Schemas to the 5/2/2001 W3C XML Schema Recommendation. attributeGroup attr.imsmd deleted, was not used anywhere. Any attribute declarations that have use = "default" changed to use="optional" - attr.structure.req. Any attribute declarations that have value="somevalue" changed to default="somevalue", attr.structure.req (hierarchical). Removed references to IMS MD Version 1.1. Modified attribute group "attr.resourcetype.req" to change use from optional to required to match the information model. As a result the default value also needed to be removed Name change for XSD. Changed to match version of CP Spec Inclusions and Imports Attribute Declarations element groups Any namespaced element from any namespace may be included within an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
2001-04-26 T.D.Wason. IMS meta-data 1.2 XML-Schema. 2001-06-07 S.E.Thropp. Changed the multiplicity on all elements to match the Final 1.2 Binding Specification. Changed all elements that use the langstringType to a multiplicy of 1 or more Changed centity in the contribute element to have a multiplicity of 0 or more. Changed the requirement element to have a multiplicity of 0 or more. 2001-07-25 Schawn Thropp. Updates to bring the XSD up to speed with the W3C XML Schema Recommendation. The following changes were made: Change the namespace to reference the 5/2/2001 W3C XML Schema Recommendation,the base type for the durtimeType, simpleType, was changed from timeDuration to duration. Any attribute declarations that have use="default" had to change to use="optional" - attr.type. Any attribute declarations that have value ="somevalue" had to change to default = "somevalue" - attr.type (URI) 2001-09-04 Schawn Thropp Changed the targetNamespace and namespace of schema to reflect version change Any namespaced element from any namespace may be used for an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
function sanitizeForbiddenHTMLTextChars(in_s) { var out_s = in_s.toString();//We are sometimes called to sanitize non-strings...like document.location out_s = out_s.split("<").join("<"); out_s = out_s.split(">").join(">"); out_s = out_s.split("'").join("'"); out_s = out_s.split('"').join("""); return out_s; } function removeExtraURLParams(in_s) { var inp = in_s.toString(); var indexOfAmp = in_s.indexOf("&"); var outp = inp; if(indexOfAmp!=-1) outp = inp.substring(0, indexOfAmp); return outp; } function showFlash(swf, w, h, loop) { var isMSIE = navigator.appName.indexOf("Microsoft") != -1; var s = ''; var protocol = 'http';//safe default var url = document.location.toString(); indexOfColon = url.indexOf(":"); if(indexOfColon>0) protocol = url.substring(0, indexOfColon); if(protocol!='http' || protocol!='https') protocol='https'; var location = document.location; location = (location==unescape(location))?escape(location):location; s += '<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="' + protocol + '://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,65,0" width="'+w+'" height="'+h+'" id="Presenter" align="" VIEWASTEXT>' s += '<param name="movie" value="'+sanitizeForbiddenHTMLTextChars(swf)+'" />' s += '<param name="menu" value="false" />' s += '<param name="quality" value="best" />' s += '<param name="loop" value="'+loop+'" />' s += '<param name="FlashVars" value="initialURL='+ removeExtraURLParams(sanitizeForbiddenHTMLTextChars(location))+ '&isMSIE='+isMSIE+'&useBSM=false" />' s += '<param name="allowScriptAccess" value="sameDomain"/>' s += '<embed src="'+sanitizeForbiddenHTMLTextChars(swf)+'" FlashVars="initialURL='+ removeExtraURLParams(sanitizeForbiddenHTMLTextChars(location))+ '&isMSIE='+isMSIE+'&useBSM=false" menu="false" quality="best" width="'+w+'" height="'+h+'" loop="'+loop+'" name="Presenter" align="" type="application/x-shockwave-flash" pluginspage="' + protocol + '://www.macromedia.com/go/getflashplayer" swLiveConnect="true" allowScriptAccess="sameDomain"></embed>' s += '</object>' // in theory, we should always embed in a table, but in practice, IE6 malfunctions // when width & height = 100%, but in that case, we don't really need the table anyway. if ((w.toString().indexOf('%') == -1) && (h.toString().indexOf('%') == -1)) { s = '<table border=0 width="100%" height="100%"><tr valign="middle"><td align="center">' + s + '</td></tr></table>'; } document.write(s); }
"system_id","type","command_line","max_time_allowed","file_name","max_score","mastery_score","system_vendor","core_vendor","time_limit_action","au_password","web_launch" "A2","Tutorial","","","indexAPI.html","100","","Breeze Presenter","","","",""
"block","member" "root","A2"
"system_id","developer_id","title","description" "A2","1","Breeze Presenter","Breeze Presenter"
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This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for content packaging extensions. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2003-19-09 Removed the restriction of the 255 character maximum length on the dataFromLMS 2004-01-06 Added completionThreshold to the ADL CP namespace 2004-23-01 Final edits in preparation for release 2006-02-06 Removed persistState, change type of the locationType from xs:string to xs:anyURI *************************************************************************
This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for navigation controls. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2004-23-01 Final edits in preparation for release 2005-06-06 Added new hideLMSUI vocabulary token suspendAll, exitAll, and abandonAll *************************************************************************
This file represents the W3C XML Schema Language Binding of the ADL namespaced elements for sequencing extensions. ************************************************************************* * Change History * ************************************************************************* 2003-18-09 Initial creation. 2004-23-01 Final edits in preparation for release *************************************************************************
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema definition provides the element group declaration and the attribute group declaration used for extension XML elements and attributes.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defintion defines global schema data type declarations for data types defined in the LOMv1.0 base schema.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defintion defines global element declarations for each of the data elements defined in the LOMv1.0 base schema. This component schema definition is used to check for the uniqueness of elements declared to be unique within their parent elements by the presence of the "uniqueElementName" attribute. The XML Schema constraint "unique" is used to enforce uniqueness constraints. Duplicate declarations are included as comments for completeness. These declarations should remain commented out or they can be removed completely.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defintion defines global schema data type declarations for data elements defined in the LOMv1.0 base schema. This component XSD defines the aggregation relationship among the LOM data elements. These aggregation relationships enforce the LOMv1.0 base schema requirement that elements can only be present in a LOM XML instance as elements of the aggregate element to which they belong. Duplicate declarations are included as comments for completeness. These declarations should remain commented out or they can be removed completely.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defintion provides the element name declaration for the root element for all LOM XML instances.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defintion provides global type declarations for those LOM data elements whose values are taken from a Vocabulary data type. This component XSD requires schema components from other schemas that are defined in other namespaces. These statements import the appropriate components. The xsi:schemaLocation attribute is used to specify the location of the file that contains the schema that defines the namespace. The xsi:schemaLocation attribute is optional and is ommitted. By definition of the composite schemas the appropriate namespaces and related files where those namespaces are defined are brought into scope. Some XML parsers may require these import statements to contain the optional xsi:schemaLocation attribute.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema definition provides global type declarations for the standard LOMv1.0 vocabulary tokens for those LOM data elements whose values are taken from a Vocabulary data type. This component schema defintion defines the stanard vocabulary value declarations as defined in the LOMv1.0 base schema. These vocabulary value declarations are used in conjunction with both vocab/custom.xsd and vocab/strict.xsd.
   <!ENTITY % simpleType "%p;simpleType"> <!ENTITY % restriction "%p;restriction"> <!ENTITY % list "%p;list"> <!ENTITY % union "%p;union"> <!ENTITY % maxExclusive "%p;maxExclusive"> <!ENTITY % minExclusive "%p;minExclusive"> <!ENTITY % maxInclusive "%p;maxInclusive"> <!ENTITY % minInclusive "%p;minInclusive"> <!ENTITY % totalDigits "%p;totalDigits"> <!ENTITY % fractionDigits "%p;fractionDigits"> <!ENTITY % length "%p;length"> <!ENTITY % minLength "%p;minLength"> <!ENTITY % maxLength "%p;maxLength"> <!ENTITY % enumeration "%p;enumeration"> <!ENTITY % whiteSpace "%p;whiteSpace"> <!ENTITY % pattern "%p;pattern">  <!ENTITY % simpleTypeAttrs ""> <!ENTITY % restrictionAttrs ""> <!ENTITY % listAttrs ""> <!ENTITY % unionAttrs ""> <!ENTITY % maxExclusiveAttrs ""> <!ENTITY % minExclusiveAttrs ""> <!ENTITY % maxInclusiveAttrs ""> <!ENTITY % minInclusiveAttrs ""> <!ENTITY % totalDigitsAttrs ""> <!ENTITY % fractionDigitsAttrs ""> <!ENTITY % lengthAttrs ""> <!ENTITY % minLengthAttrs ""> <!ENTITY % maxLengthAttrs ""> <!ENTITY % enumerationAttrs ""> <!ENTITY % whiteSpaceAttrs ""> <!ENTITY % patternAttrs "">  <!ENTITY % URIref "CDATA"> <!ENTITY % XPathExpr "CDATA"> <!ENTITY % QName "NMTOKEN"> <!ENTITY % QNames "NMTOKENS"> <!ENTITY % NCName "NMTOKEN"> <!ENTITY % nonNegativeInteger "NMTOKEN"> <!ENTITY % boolean "(true|false)"> <!ENTITY % simpleDerivationSet "CDATA">   <!ENTITY % minBound "(%minInclusive; | %minExclusive;)"> <!ENTITY % maxBound "(%maxInclusive; | %maxExclusive;)"> <!ENTITY % bounds "%minBound; | %maxBound;"> <!ENTITY % numeric "%totalDigits; | %fractionDigits;"> <!ENTITY % ordered "%bounds; | %numeric;"> <!ENTITY % unordered "%pattern; | %enumeration; | %whiteSpace; | %length; | %maxLength; | %minLength;"> <!ENTITY % facet "%ordered; | %unordered;"> <!ENTITY % facetAttr "value CDATA #REQUIRED id ID #IMPLIED"> <!ENTITY % fixedAttr "fixed %boolean; #IMPLIED"> <!ENTITY % facetModel "(%annotation;)?"> <!ELEMENT %simpleType; ((%annotation;)?, (%restriction; | %list; | %union;))> <!ATTLIST %simpleType; name %NCName; #IMPLIED final %simpleDerivationSet; #IMPLIED id ID #IMPLIED %simpleTypeAttrs;>  <!ELEMENT %restriction; ((%annotation;)?, (%restriction1; | ((%simpleType;)?,(%facet;)*)), (%attrDecls;))> <!ATTLIST %restriction; base %QName; #IMPLIED id ID #IMPLIED %restrictionAttrs;>  <!ELEMENT %list; ((%annotation;)?,(%simpleType;)?)> <!ATTLIST %list; itemType %QName; #IMPLIED id ID #IMPLIED %listAttrs;>  <!ELEMENT %union; ((%annotation;)?,(%simpleType;)*)> <!ATTLIST %union; id ID #IMPLIED memberTypes %QNames; #IMPLIED %unionAttrs;>  <!ELEMENT %maxExclusive; %facetModel;> <!ATTLIST %maxExclusive; %facetAttr; %fixedAttr; %maxExclusiveAttrs;> <!ELEMENT %minExclusive; %facetModel;> <!ATTLIST %minExclusive; %facetAttr; %fixedAttr; %minExclusiveAttrs;> <!ELEMENT %maxInclusive; %facetModel;> <!ATTLIST %maxInclusive; %facetAttr; %fixedAttr; %maxInclusiveAttrs;> <!ELEMENT %minInclusive; %facetModel;> <!ATTLIST %minInclusive; %facetAttr; %fixedAttr; %minInclusiveAttrs;> <!ELEMENT %totalDigits; %facetModel;> <!ATTLIST %totalDigits; %facetAttr; %fixedAttr; %totalDigitsAttrs;> <!ELEMENT %fractionDigits; %facetModel;> <!ATTLIST %fractionDigits; %facetAttr; %fixedAttr; %fractionDigitsAttrs;> <!ELEMENT %length; %facetModel;> <!ATTLIST %length; %facetAttr; %fixedAttr; %lengthAttrs;> <!ELEMENT %minLength; %facetModel;> <!ATTLIST %minLength; %facetAttr; %fixedAttr; %minLengthAttrs;> <!ELEMENT %maxLength; %facetModel;> <!ATTLIST %maxLength; %facetAttr; %fixedAttr; %maxLengthAttrs;>  <!ELEMENT %enumeration; %facetModel;> <!ATTLIST %enumeration; %facetAttr; %enumerationAttrs;> <!ELEMENT %whiteSpace; %facetModel;> <!ATTLIST %whiteSpace; %facetAttr; %fixedAttr; %whiteSpaceAttrs;>  <!ELEMENT %pattern; %facetModel;> <!ATTLIST %pattern; %facetAttr; %patternAttrs;>
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema defines the XML Schema content model groups customElements and customAttributes to support validation of extension XML elements and attributes. This component XSD should be used if extensions are to be supported in LOM XML instances.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema definition defines the XML Schema content model groups customElements and customAttributes. The content model groups are defined as empty groups and are used in conjunction with other component XSDs to support the validation of strictly conforming LOM data elements. This component XSD should be used if extensions are not to be supported in LOM XML instances.
DRAFT XSD for IMS Content Packaging version 1.1 DRAFT Copyright (c) 2001 IMS GLC, Inc. 2000-04-21, Adjustments by T.D. Wason from CP 1.0. 2001-02-22, T.D.Wason: Modify for 2000-10-24 XML-Schema version. Modified to support extension. 2001-03-12, T.D.Wason: Change filename, target and meta-data namespaces and meta-data filename. Add meta-data to itemType, fileType and organizationType. Do not define namespaces for xml in XML instances generated from this xsd. Imports IMS meta-data xsd, lower case element names. This XSD provides a reference to the IMS meta-data root element as imsmd:record If the IMS meta-data is to be used in the XML instance then the instance must definean IMS meta-data prefix with a namespace. The meta-data targetNamespace should be used. 2001-03-20, Thor Anderson: Remove manifestref, change resourceref back to identifierref, change manifest back to contained by manifest. --Tom Wason: manifest may contain _none_ or more manifests. 2001-04-13 Tom Wason: corrected attirbute name structure. Was misnamed type. 2001-05-14 Schawn Thropp: Made all complexType extensible with the group.any Added the anyAttribute to all complexTypes. Changed the href attribute on the fileType and resourceType to xsd:string Changed the maxLength of the href, identifierref, parameters, structure attributes to match the Information model. 2001-07-25 Schawn Thropp: Changed the namespace for the Schema of Schemas to the 5/2/2001 W3C XML Schema Recommendation. attributeGroup attr.imsmd deleted, was not used anywhere. Any attribute declarations that have use = "default" changed to use="optional" - attr.structure.req. Any attribute declarations that have value="somevalue" changed to default="somevalue" - attr.structure.req (hierarchical). Removed references to IMS MD Version 1.1. Modified attribute group "attr.resourcetype.req" to change use from optional to required to match the information model. As a result the default value also needed to be removed Name change for XSD. Changed to match version of CP Spec 2001-11-04 Chris Moffatt: 1. Refer to the xml namespace using the "x" abbreviation instead of "xml". This changes enables the schema to work with commercial XML Tools 2. Revert to original IMS CP version 1.1 namespace. i.e. "http://www.imsglobal.org/xsd/imscp_v1p1" This change done to support the decision to only change the XML namespace with major revisions of the specification i.e. where the information model or binding changes (as opposed to addressing bugs or omissions). A stable namespace is necessary to the increasing number of implementors. 3. Changed name of schema file to "imscp_v1p1p3.xsd" and version attribute to "IMS CP 1.1.3" to reflect minor version change Inclusions and Imports Attribute Declarations element groups 2003-03-21 Schawn Thropp The following updates were made to the Version 1.1.3 "Public Draft" version: 1. Updated name of schema file (imscp_v1p1.xsd) to match to IMS naming guideance 2. Updated the import statement to reference the xml.xsd found at "http://www.w3.org/2001/03/xml.xsd". This is the current W3C schema recommended by the W3C to reference. 3. Removed all maxLength's facets. The maxLength facets was an incorrect binding implementation. These lengths were supposed, according to the information model, to be treated as smallest permitted maximums. 4. Added the variations content model to support the addition in the information model. Any namespaced element from any namespace may be included within an "any" element. The namespace for the imported element must be defined in the instance, and the schema must be imported.
The root element for all sequencing tags. This tag will usually appear as a child element to an IMS CP item tag. The type associated with any top-level sequencing tag non-exclusive definition of acceptable control-modes
The type associated with a control-mode element (see the element controlMode)
The type that describes any element which fullfills a delivery control semantic
Limit Condition Attempt Limit Limit Condition Activity Attempt Absolute Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Attempt Experienced Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Absolute Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Activity Experienced Duration Limit. Typed as xs:duration: see http://www.w3.org/TR/xmlschema-2/#duration Limit Condition Begin Time Limit Limit Condition End Time Limit
The specification states: "Each activity must have one and only one objective that contributes to rollup". The following type describes an unbounded set of elements all named "objective" that do not contribute to rollup, and one element called "primaryObjective" that contributes to rollup. Contributes to rollup of the activity. Does not contribute to the rollup of the activity. The type that describes an individual objective mapping. Mapping one local objective GUID to one global objective GUID
postConditionSequencingRuleType is derived by extension from sequencingRuleType. It adds an element ruleAction that is a simpleType constrained to a vocabulary relevant to post-Condition sequencing rules
A decimal value with AT LEAST 4 significant decimal digits between -1 and 1
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validating LOM XML Instances. This file is built by default to represent a composite schema for validation of the following: 1) The use of LOMv1.0 base schema (i.e., 1484.12.1-2002) vocabulary source/value pairs only 2) Uniqueness constraints defined by LOMv1.0 base schema 3) No existenace of any defined extensions: LOMv1.0 base schema XML element extension, LOMv1.0 base schema XML attribute extension and LOMv1.0 base schema vocabulary data type extension Alternative composite schemas can be assembled by selecting from the various alternative component schema listed below.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validation of the following: 1) The use of custom vocabulary source/value pairs and LOMv1.0 base schema (i.e., 1484.12.1-2002) vocabulary source/value pairs 2) Uniqueness constraints defined by LOMv1.0 base schema 3) The use of XML element/attribute extensions to the LOMv1.0 base schema
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validation of the following: 1) No validation of vocabularies values for those LOMv1.0 base schema (i.e., 1484.12.1-2002) defined LOM data elements with a Vocabulary data type. 2) Uniqueness constraints defined by LOMv1.0 base scheam 3) The use of XML element/attribute extensions to the LOMv1.0 base schema
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This file represents a composite schema for validation of the following: 1) The use of LOMv1.0 base schema (i.e., 1484.12.1-2002) vocabulary source/value pairs only 2) Uniqueness constraints defined by LOMv1.0 base schema 3) No existenace of any defined XML attribute/element extensions
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This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. This component schema definition provides attribute group declarations for LOM data elements to support schema-based validation of uniqueness constraints within a LOM XML instance where the exact set of attributes associated with each element has to be as specified by the LOM XML Schema binding (i.e., where extra attributes to enforce uniqueness have to be avoided). Duplicate declarations are included as comments for completeness. These declarations should remain commented out or they can be removed completely. NOTE: The absence of the enforcement of the uniqueness constraints does not relieve a particular LOM XML instance from satisfying the uniqueness constraints described in the LOMv1.0 base schema. Applications that require the use of the unique/loose.xsd component XSD have to enforce those uniqueness constraints by other means.
This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, see the file license.txt, visit http://creativecommons.org/licenses/by-sa/2.0 or send a letter to Crea

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