edu Tips on Reducing Test Anxiety for Online Test-Takers By careertechtesting.blogspot.com Published On :: Wed, 05 Feb 2014 20:00:00 +0000 I just read a great post by John Kleeman on the Questionmark Blog that I wanted to share with you concerning test anxiety. We have previously discussed test anxiety (here and here), but it is interesting to read Kleeman's take on the difference in test anxiety between online and paper and pencil assessments. Here is the post in its entirety: Ten tips on reducing test anxiety for online test-takers I’ve been reading about test anxiety (concern or worry by participants sufficiently severe that it impacts test performance). I’d like to share some tips on how online assessment sponsors can reduce its likelihood. When creating and delivering tests, you seek to accurately measure knowledge, skills or abilities. Often you want to check competence or mastery for workplace or compliance reasons. If some of your participants have severe test anxiety, this doesn’t just disrupt them, it makes your test less accurate in measuring real performance. You might end up failing someone who is competent, just because anxiety affects their test performance. Many studies (for example here) report that online tests cause less test anxiety than paper ones. Here are some suggestions on reducing test anxiety: 1. Some people have anxiety about a test because they haven’t mastered the subject being tested. Provide a clear description of what each test covers before the time of the test, and provide study resources or instruction to allow people to master the subject. 2. Test anxiety can also feed on unknowns, for instance on unfamiliarity with the test or believing untrue myths. Share information about the test’s purpose and what you do to make it fair. Also share information about the content: how many questions, how the scoring works, how much time is available and so on. Explain what happens if someone fails – for instance is it possible to retake? 3. It’s hugely valuable to provide practice tests that participants can try out before the real test. This will tell them where they are strong and weak and allow them to gain confidence in a less stressful environment prior to the real test. See my article 10 reasons why practice tests help make perfect exams for other reasons why practice tests are useful. 4. Give participants an opportunity to practice using the same type of computer, mouse, keyboard and user interface as will be used for the real test. This familiarizes them with the test environment and reduces potential anxiety, particularly for those who are less computer literate. If you are using Questionmark to deliver the test, make practice sessions available with the same template settings and the same types of questions. (Sometimes this is done with a fun quiz on a different topic, just to get people accustomed to the user interface.) 5. If you provide guidance to test-takers, point to self-help resources for people who have test anxiety. ETS provide a good resource here for instance. Another resource from the University of California is here. 6. Some self-help resources suggest breathing exercises or other exercises people can follow to reduce tension for people who are anxious about tests. Provide an environment where this is practical and train your test administrators and proctors about the prevalence of test anxiety. 7. If you have a way of encouraging test takers to sleep, take exercise and eat healthily, all these things aid a rational approach to taking a test and reducing anxiety. 8. If it works in your programme, consider whether it’s worth having a series of tests rather than a single test, so there is not a single “make or break” moment for participants. A series of tests can have other benefits too. It makes cheating harder, and by spreading out learning and revision, it can make participants retain the learning better. 9. People with disabilities are more likely to suffer test anxiety. Ensure that your program of accommodations takes this into account. See this helpful article on reducing test anxiety for people with disabilities. 10. Above all, create good quality, fair tests. If you follow good practice in authoring your questions and assessments, then there is less to be anxious about, as the test will be a good measure of performance. See Questionmark’s white paper “Five Steps to Better Tests” for some helpful advice in creating tests. Many Questionmark users provide very effective practice quizzes and tests which help reduce test anxiety, and I hope these tips are helpful, too. I’d love to hear additional input or suggestions. Thanks again to John and Questionmark for allowing us to share their thoughts on assessment! Full Article assessment CareerTechEd Education Online Learning Questionmark Test Taking Tips Testing in the News
edu OSU - CareerTech Digital Forum: Educating for Global Coompetitiveness By careertechtesting.blogspot.com Published On :: Tue, 10 Jun 2014 15:21:00 +0000 Oklahoma State University and the Oklahoma Department of Career and Technology Education invite you to watch their digital forum entitled "Educating for Global Coompetitiveness" on Friday, June 13, 2014 (Speakers are from 8:30 a.m. - 12:15 p.m. CST). Featured speakers are OSU President Burns Hargis, CareerTech State Director Dr. Robert Sommers, Tom Vander Ark, and David Cillay. I've had the opportunity to previously meet and discuss customized learning with Tom Vander Ark, author of Getting Smart: How Digital Learning is Changing the World and CEO of Getting Smart, a education advocacy firm, but I'm excited to hear his newest thoughts on the subject and how learning is becoming more competency-based. Dr. Cillay, Vice President of WSU Global Campus, led the 2012 launch of the Global Campus, which includes WSU’s online degree program. His responsibilities include expanding WSU’s market share, supporting faculty in technological innovation and using e-learning tools to ensure that WSU remains open and accessible. I'm also excited to learn from this presentation as it should add great value to what we are trying to accomplish with digital delivery at the Oklahoma Department of Career and Technology Education. Please join the discussion on Twitter at: #DLFTalk and click here to watch this free live event! Full Article CareerTechEd CTE Education Education Instruction Leadership Online Learning Research Technology Training and Resources Twitter
edu The Educator's Guide to Hashtags By careertechtesting.blogspot.com Published On :: Wed, 13 Jan 2016 18:26:00 +0000 Follow us on Twitter! @CareerTechTest Whether you're a social media novice or not, hashtags may seem confusing and inessential. These short links (hashtags) preceded by the pound sign (#) are integral to the way we communicate online and it's important to know how to use them. Can hashtags be fun? Absolutely! On Twitter, the pound sign (or hash) turns any word or group of words into a searchable link. This allows you to organize content and track discussion topics based on those keywords. So, if you want to post about the NFL Super Bowl, you would include #SuperBowl in your tweet to join the conversation (or simply search for the hashtag to follow the discussion). Clicking on a hashtag will allow you to see all the posts that mention the subject in real time. I also recommend using a social media management platform, such as HooteSuite, TweetDeck, etc., where you can create columns with hashtag topics. I like the ability to monitor several discussions, i.e. #edchat, #lrnchat, #careerteched, at once and all on the same screen. I've created a list of popular educational hashtags and tried to categorize them for you (see below). It definitely isn't all inclusive, but it's a good starting point and I hope you will share any new educational hashtags you find interesting and helpful! (Also, hashtags are now a staple to social media and their use has been extended to other social media platforms.) Popular Educational Hashtags Hashtag Category Career and Technology Education #careerteched #CTE #vision15 College #highered Curriculum #cchat Distance Education #disted #elearning #k12online #mlearning #onlinelearning Groups and Chats #edchat Educational Technology #educhat Education Chat #lrnchat Social Media and Education #oklaed Oklahoma Education Chat Instruction/Learning #blendchat Blended Learning #blendedlearning Blended Learning #education #elearning Electronic Learning #flipclass Blended Learning #GBL Game-Based Learning #ntchat New Teachers #onlinelearning Blended Learning #pbl/#pblchat Project-Based Learning #studentcentered Blended Learning #teachered #teachers Language #bilingual #efl English as a Foreign Language #ell English Language Learning #esl English as a Second Languae #tesol Teaching English to Speakers of Other Languages Leadership #edleadership #eduleaders Resources #education #educational videos #educationresources #learning #lessonplans #library #research #teachers #TLChat Twitter Librarians #TT Teacher Tuesday where educators suggest others to follow Special Needs #gifted Gifted Education #GTChat Gifted Education #spedchat Special Education Science #STEM Technology #1:1 #apps #blendchat Blended Learning #BYOD Bring Your Own Device #EdApps Educational Apps #edtech Educational Technology #edtechchat Educational Technology #elearning Electronic Learning #ipadchat iPad #iNACOL International Association of Online Learning #iste International Society for Technology in Education #mlearning Mobile Learning #mobile Mobile Learning #slide2learn iDevices and Learning #vitalcpd Effective Use of Technology in the Classroom #web20 Full Article CareerTechEd Education Mobile Learning Online Learning Research Technology Training and Resources Twitter Web 2.0
edu Blended Learning and Career and Technology Education - Part I: The Definition By careertechtesting.blogspot.com Published On :: Wed, 23 Mar 2016 17:50:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Technology has created a personalized access to the world where we can connect and learn… where we can create and share. Almost every aspect of our lives have been changed by technology, except... education. Over the last few years, I’ve entered into blended learning discussions with various people, including educators, and I’m always surprised at their perception of blended learning. Many believe blended learning occurs when any type of computer-based learning takes place within the classroom. In many instances, I would define what is occurring as technology-rich instruction, but there is a difference. Blended learning is the combination of online learning and brick and mortar schools with teachers who enable students to learn at their own pace. Why is this important? Because many students learn in different ways and this allows each student to optimize their learning. Quite simply, the purpose of blended learning is to take the best of traditional education and blend it with the power of online learning which allows for a more personalized and interactive learning experience. Each teacher has the opportunity to review data, in the moment, and determine where the student is at and to form instruction for the next period or the next day. Blended learning also puts the student in charge of their own learning which, to me, is a very valuable lesson in itself. According to the Clayton Christensen Institute for Disruptive Education, blended learning “goes beyond one-to-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, including increased student control over the time, place, path, and/or pace of learning. The definition of blended learning is a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” See more at: http://www.christenseninstitute.org/blended-learning/#sthash.AWqDXtoh.dpuf The key difference between blended learning and other forms of education is on its emphasis on personalized learning. The International Association for Online Learning (iNACOL) defines personalized learning as, “Tailoring learning for each student’s strengths, needs and interests–including enabling student voice and choice in what, how, when and where they learn–to provide flexibility and supports to ensure mastery of the highest standards possible.” As you can see, the two definitions overlap, but blending learning adds online learning and leveraging the internet to personalize an individual’s learning experience. Next- Blended Learning and Career and Technology Education - Part II: Blended Learning Models Full Article Blended Learning CareerTechEd CareerTechTesting Center CIMC CTE CTE Education ctYOUniverse Education Instruction Technology
edu Blended Learning and Career and Technology Education - Part II: Blended Learning Models By careertechtesting.blogspot.com Published On :: Thu, 24 Mar 2016 17:36:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. As I mentioned in the first post in this series, technology has created a personalized access to the world where we can connect and learn… where we can create and share. Almost every aspect of our lives have been changed by technology, except... education. I believe blended learning can have a profound effect upon career and technology education in many instructional ways which will be discussed in the next post. There are certain elements of blended learning that already occur in CTE and some may be doing an excellent job as I write this, but I’m not aware of research that helps decide if one model works better with any certain occupational area (if you know of any research in this area, PLEASE SHARE!!). The Clayton Christensen Institute for Disruptive Education defines blended learning as “a formal education program in which the student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” The Models — The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. 1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-mortar campus, except for any homework assignments. a. Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. b. Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station. c. Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. d. Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules. 2. Flex model — a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model. 3. A La Carte model — a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher of record for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick-and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-and-mortar campus. 4. Enriched Virtual model — a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. Many Enriched Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday. It differs from a fully online course because face-to-face learning sessions are more than optional office hours or social events; they are required. - See more at: http://www.christenseninstitute.org/blended-learning-definitions-and-models/#sthash.NCQBMOAF.dpuf Next- Blended Learning and Career and Technology Education - Part III: Blended Learning Implications for CTE Full Article Blended Learning CareerTech Testing Center CareerTechEd CIMC ctYOUniverse Education Instruction Online Learning
edu Blended Learning and Career and Technology Education - Part III: Implications for Career and Technical Education By careertechtesting.blogspot.com Published On :: Mon, 02 May 2016 19:44:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Here are several ways that blended learning can have a profound effect upon career and technology education: Personalized instruction – Blended learning allows for a more personalized and interactive learning experience by putting the student in charge of their own learning. Taking the best of traditional education and blending it with the power of online learning will provide the teacher an opportunity to review data, in the moment, determine where the student is at and to form instruction for the next period or the next day. Increased monitoring – The use of a student information, assessment, and gradebook systems that link to the LMS provides instant feedback on assignments and assessments. This allows the instructor to spend time reviewing student data, adjust instruction, and provide additional classroom or individual instruction. Open entry/Open exit – Blended learning fits nicely with competency-based learning and the concept of open entry/open exit. Personalized instruction and increased monitoring will allow the instructor to more accurately determine when tasks and competencies are achieved. Increased enrollments – Depending on the blended learning model and the CTE program being offered, enrollments could potentially be increased. Increased performance gains – “The Rise of K–12 Blended Learning - Profiles of emerging models” by Heather Staker profiles 40 educational entities. Not every school reported gains and some thought it was too early to verify results, but many posted positive gains when compared to the traditional classrooms within the same district. For example: “School of One - Students in summer 2009 acquired new math skills at a rate estimated to be seven times faster than peers. Students in spring 2010 showed gains that, when annualized, would equate to 1/2 to 2/3 of an additional year of gain. Students in spring 2010 showed significant gains across all academic quartiles.” Other potential benefits from this study include increased retention rates, an increase in teacher/parent contacts, increased course completion rates, a strengthening of curriculum offerings, and lower instructional costs. As you can see, blended learning can have the potential to benefit the student, the instructor, and the parents in a careertech setting. Again, I’m not aware of any research that helps decide if one model works better with any certain occupational area (if you know of any research in this area, PLEASE SHARE!!). Full Article Blended Learning CareerTechEd CTE CTE Education Education Instruction Online Learning Technology
edu Blended Learning and Career and Technology Education - Part IV: Implementing Blended Learning With Resources from the Oklahoma Department of Career and Technology Education By careertechtesting.blogspot.com Published On :: Tue, 07 Jun 2016 17:02:00 +0000 In this four-part series, I’ll define blended learning, discuss the models of blended learning, the implications for career and technical education, and how the Curriculum, Assessment, and Digital Delivery (CADD) areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning. Photo courtesy of the Clayton Christensen Institute Blended learning is a shift to an online instructional delivery for a portion of the day to make students, teachers, and schools more productive, both academically and financially. We all know there’s no single right approach to building the “perfect” model for blended learning as communities have different resources, classrooms, computers, schedules, and many other unique needs. A school doesn’t always have the resources or the expertise to select and purchase a learning management system (LMS), design lessons, or write assessments, but there are available resources. Did you know that the Curriculum, Assessment, and Digital Delivery areas of the Oklahoma Department of Career and Technology Education can assist in the implementation of blended learning? The National Technology Plan acknowledges the challenges of raising college and career-ready standards without a significant investment of new funding so check out our online catalog and search the following links for additional information and see how we can assist you in blending digital and teacher led instruction to personalize learning for each student. CIMC CareerTech Testing Center ctYouniverse Full Article assessment Blended Learning CareerTech Testing Center CareerTechEd CIMC CTE ctYOUniverse Curriculum Education Instruction Leadership ODCTE Online Learning Skills Standards Study Guides Technology
edu Some of the Best Educational iPad and Android Apps for Teachers By careertechtesting.blogspot.com Published On :: Thu, 25 Aug 2016 14:14:00 +0000 Educational Technology and Mobile Learning provides a list of some of the best iPad apps curated for learning and instructional purposes. The list is divided into 19 sections with each containing a list of apps for a specific need. The sections include apps that facilitates: presentation screencasting video creation file storage whiteboard PDF annotation audio recording note-taking blogging book creation comic apps digital storytelling apps apps for grading mindmapping apps portfolio apps apps for creating posters apps for creating timelines apps for creating word clouds speech-to-text apps Educational Technology and Mobile Learning also provides a list of 10 indispensable Android apps for teachers. The list is curated from the top trending apps in the education section of Google Play store. The listed apps are as follows: Book Creator Handouts Remind Google Keep ClassDojo Nearpod Socrative Teacher Edmodo Google Classroom Explain Everything Full Article Apps Education Instruction Mobile Learning Technology Technology Apps Training and Resources Web 2.0
edu Education Programming Hub By www.filmeducation.org Published On :: Fri, 28 Oct 2011 10:08:56 +0000 As part of our ongoing efforts to engage teachers with their local cinemas Film Education would like to invite you to attend Education Programming Hub Meetings in Nottingham and Newcastle Full Article
edu Meet 2024 Ladder Award Winner Eduard Mirzoian By www.randrmagonline.com Published On :: Wed, 04 Sep 2024 09:20:00 -0400 We take a deep dive into 2024’s Ladder Award winner Eduard Mirzoian and learn more about his career in the restoration and remediation industry as well as a high-level overview of how he spends his free time. Full Article
edu BluSky Partners with Wharton Executive Education for Custom Leadership Program By www.randrmagonline.com Published On :: Tue, 03 Oct 2023 14:30:00 -0400 BluSky Restoration Contractors announces new partnership with the Aresty Institute of Executive Education. Full Article
edu First Onsite Presents Live Burn and Education Seminar By www.randrmagonline.com Published On :: Mon, 17 Jun 2024 15:00:00 -0400 First Onsite Property Restoration to co-host a Live Burn and Education Seminar! Full Article
edu First Onsite Presents Live Burn and Education Seminar in Freeport, Illinois By www.randrmagonline.com Published On :: Tue, 24 Sep 2024 14:13:33 -0400 Join First Onsite and FireTech Inc. for a unique opportunity to witness live fire training and enhance your fire safety knowledge at the Live Burn and Education Seminar in Freeport, Illinois, on September 30! Full Article
edu Building a Future for the Restoration Industry: Higher Education Initiatives and Opportunities By www.randrmagonline.com Published On :: Fri, 04 Oct 2024 09:00:00 -0400 A new Restoration Industry Management degree program is set to shape the future of the restoration industry by addressing the critical need for skilled professionals and preparing the next generation of leaders. Full Article
edu Montréal Exchange Derivatives Education Initiative Continues to Grow By www.m-x.ca Published On :: Mon, 03 Feb 2014 17:00:00 -0500 02-2014 : Montréal Exchange Derivatives Education Initiative Continues to Grow Full Article MX Press Releases
edu Educational Improvement Tax Credit Program Gives Big Boost to Enrollment for Archdiocese Catholic Schools By www.pacatholic.org Published On :: Fri, 09 Aug 2024 15:17:04 +0000 We talked with Jay DeFruscio, the Chief Operating Officer for the Archdiocese of Philadelphia Schools, about the huge benefit provided by the Educational Improvement Tax Credit Program. Here are three of the postings we shared on Facebook. https://www.facebook.com/share/v/o9mfCwioL8PfuHa8/?mibextid=WC7FNe https://www.facebook.com/share/v/8Hbz7PVfKdKSFrWM/?mibextid=WC7FNe https://www.facebook.com/share/v/d83WFnKC8ZZ4oQAi/?mibextid=WC7FNe Full Article Catholic Education Posts Homepage Feature Homepage Posts
edu Hydrologists show environmental damage from fog reduction is observable from outer space By blogs.agu.org Published On :: Thu, 04 Jun 2020 18:11:28 +0000 A new paper presents the first clear evidence that the relationship between fog levels and vegetation status is measurable using remote sensing. The discovery opens up the potential to easily and rapidly assess fog's impact on ecological health across large land masses -- as compared to painstaking ground-level observation. The post Hydrologists show environmental damage from fog reduction is observable from outer space appeared first on GeoSpace. Full Article Geophysical Research Letters climate climate change featured fog vegetation water water resources
edu PROCESS EXPO 2015 to feature AFFI Regulatory Education Series By www.packagingstrategies.com Published On :: Wed, 01 Jul 2015 00:00:00 -0400 Throughout every facet of the frozen food and beverage industry, companies are preparing to navigate the new food safety landscape created by the Food Safety Modernization Act (FSMA). Full Article
edu Four Ways to Reduce the Environmental Impact of Pharma Packaging By www.packagingstrategies.com Published On :: Mon, 08 Jul 2024 00:00:00 -0400 In this article, Nathan Pajka of Metsӓ Board Americas makes the case that choosing the right secondary packaging can dramatically diminish the greenhouse gas emissions associated with pharmaceutical products. Full Article
edu SÜDPACK MEDICA's French site expansion is on schedule for completion next year By www.packagingstrategies.com Published On :: Tue, 17 Sep 2024 00:00:26 -0400 When operations at the site begin on July 1, 2025, the area dedicated to cleanroom pouch production will have doubled in size compared to its previous capacity. Full Article
edu PINALEN Announces New Line of Concentrated Products Featuring Reduced Packaging By www.packagingstrategies.com Published On :: Thu, 14 Mar 2024 00:00:00 -0400 The reduced packaging size will not only minimize resource consumption but also enhance logistical efficiency, leading to a reduction in carbon emissions. Full Article
edu Reducing Loss in the Medical Supply Chain By www.packagingstrategies.com Published On :: Sun, 12 Apr 2020 00:00:00 -0400 In 2020, the goal of reducing supply chain inefficiencies has become especially true for the healthcare industry, as hospitals and healthcare systems work to reduce the billions of dollars spent on unnecessary supply chain operations every year. Full Article
edu FPSA to partner with leading academic universities for educational programs By www.packagingstrategies.com Published On :: Wed, 09 Jan 2013 15:30:00 -0500 PROCESS EXPO 2013 will be the site of presentations from leading educational institutions. Full Article
edu PROCESS EXPO announces prepared foods educational program By www.packagingstrategies.com Published On :: Wed, 04 Sep 2013 12:42:00 -0400 The Food Processing Suppliers Association releases the prepared foods portion of the PROCESS EXPO UNIVERSITY educational program taking place at Chicago’s McCormick Place from Nov. 3-6. Full Article
edu METTLER TOLEDO will host an informational Educational Center at 2015 PROCESS EXPO By www.packagingstrategies.com Published On :: Mon, 29 Jun 2015 00:00:00 -0400 METTLER TOLEDO has invited experts from BRC, SQF, IFS, and FSSC22000 to join food safety experts from METTLER TOLEDO to discuss their latest updates and address a wide range of other food safety topics. Full Article
edu Schedule of packaging sessions released for 2015 PROCESS EXPO UNIVERSITY By www.packagingstrategies.com Published On :: Tue, 28 Jul 2015 00:00:00 -0400 The Food Processing Suppliers Association (FPSA) today released the schedule of its slate of packaging sessions as part of the PROCESS EXPO UNIVERSITY educational program taking place at Chicago's McCormick Place from September 15-18, 2015. Full Article
edu Institute for Food Safety anchors PROCESS EXPO education By www.packagingstrategies.com Published On :: Thu, 30 Jul 2015 00:00:00 -0400 The Food Processing Suppliers Association (FPSA) today announced the details of two exciting sessions to be launched at this year’s PROCESS EXPO by the Illinois Institute of Technology’s Institute for Food Safety and Health. Full Article
edu Beverage takes center stage at joint PROCESS EXPO, InterBev educational program By www.packagingstrategies.com Published On :: Thu, 13 Aug 2015 00:00:00 -0400 The Food Processing Suppliers Association (FPSA) and NuernbergMesse today unveiled the joint beverage educational program for PROCESS EXPO and InterBev Process scheduled for September 15-18, 2015 at McCormick Place in Chicago. Full Article
edu Continuing Education Online for Psychologists and Mental Health Practitioners By www.assessmentpsychology.com Published On :: Tue, 30 Sep 2008 04:00:00 UTC Online CEs for psychologists, psychiatrists, social workers and mental health practitioners. Full Article
edu Genius Poll - Emory University Center for Science Education By www.assessmentpsychology.com Published On :: Tue, 30 Sep 2008 04:00:00 UTC A poll of Emory University freshmen: 'What is a genius?' Full Article
edu Psychological Procedures and Tests for Social Security Disability Evaluations By www.assessmentpsychology.com Published On :: Tue, 30 Sep 2008 04:00:00 UTC Psychological Procedures and Tests approved by the Division of Disability Determinations, Florida Department of Health. Full Article
edu Special Education Tests - AssessmentPsychology.com By www.assessmentpsychology.com Published On :: Tue, 30 Sep 2008 04:00:00 UTC special education tests - intelligence, achievement, psychological processing, adaptive behavior, and personality. Full Article
edu Automating Coding Changeovers to Drive Efficiency and Reduce Scrap and Rework By www.packagingstrategies.com Published On :: Fri, 08 Jan 2021 00:00:00 -0500 Coding on packaging is a process most manufacturers aim to accomplish seamlessly but with minimal effort and attention. When trying to move product out the door, you want to avoid using coding equipment that can cause restraints, whether it’s slowing down a line changeover or having to adjust incorrect, missing or unreadable codes. Full Article
edu Hellmann's Unveils New Easy Out Plant-Based Mayo Bottle to Reduce Food Waste By www.packagingstrategies.com Published On :: Tue, 11 Jun 2024 13:18:50 -0400 The new bottle features an edible, vegan liner which allows for less product to get left behind. Full Article
edu To Reduce Waste, It’s Vital to Close the Gap in Sustainable Packaging Closures By www.packagingstrategies.com Published On :: Wed, 11 Sep 2024 00:00:00 -0400 Advances in compostable packaging technology now offer innovative packaging solutions made of plant-based and other compostable plastics to create compostable zippers and closures that offer the same durability and functionality as conventional plastic closures. Full Article
edu R.A Jones Launches New Multipack Speedup Kit By www.packagingstrategies.com Published On :: Mon, 10 Oct 2022 11:32:46 -0400 The Orbi-Trak TC-6 speedup kit for Meridian XR machines is designed to allow beverage and food manufacturers to run a variety of canned product configurations at a reported surge speed of 345 cartons per minute. Full Article
edu Innovation helping food and beverages industry reduce rigid plastics in packaging By www.packagingstrategies.com Published On :: Thu, 18 Apr 2024 00:00:00 -0400 Packaging and consumer goods companies are accelerating their efforts to adopt new innovative materials and processes to replace plastic in product packaging to help meet their plastic reduction goals Full Article
edu Meijer Reduces Plastic Packaging in New Partnership with Bolthouse Farms By www.packagingstrategies.com Published On :: Fri, 13 Oct 2023 00:00:00 -0400 Retailer is first nationwide to carry Bolthouse Farms' compostable bags for organic baby carrots. Full Article
edu New Research Gauges Consumer Understanding of Packaging and Food Waste Reduction By www.packagingstrategies.com Published On :: Tue, 14 Nov 2023 00:00:00 -0500 New white paper aims to illuminate the role that packaging can play in reducing household food waste while providing insight into consumer knowledge of packaging’s value. Full Article
edu A Perfect Collab: DMOs x Higher Education By destinationsinternational.org Published On :: Fri, 02 Aug 2024 15:50:48 +0000 A Perfect Collab: DMOs x Higher Education jhammond@desti… Fri, 08/02/2024 - 15:50 Image Off Workforce development is critical to the future of DMOs as we advocate for tourism investment and share the industry’s benefits across communities. Higher education institutions can become strategic partners in workforce development, research, and community engagement strategies. Bryan Lavin, DBA 6 min read August 2, 2024 Destination Marketing might be the biggest humblebrag in the Hospitality Industry. DMOs are doing amazing things to connect our communities, expand the benefits of tourism, drive the economy, and create authentic experiences in the humblest way possible. That sense of selflessness and passion for creating better destinations is what makes this industry so incredible. Anyone who has even caught a glimpse of the recent Annual Convention would see how incredibly cool it is to be part of a DMO. The stories of the impact that we are making in our communities should be shouted from the mountaintops! Interestingly, though, Tourism and Hospitality Management – where the power of a DMO is taught at the college level - is currently ranked as the 61st most popular major for students in the United States. Enrollment in collegiate hospitality management programs has seen a significant decline in the past ten years due to a lack of knowledge about our industry and the ability to tell our story about the impact we make every day. Recently, HSMAI surveyed hospitality school deans and program directors and found that potential students perceive the field to be centered on hotels and F&B outlets with unstable career paths and positions that require long hours, low pay, and limited work-life balance. Further compounding the issue, the study revealed a lack of qualified faculty, limited connections to industry practitioners, and a lack of program support from ancillary departments like admissions and marketing. In other words, we need to do a better job telling the story of DMOs' impact on attracting new talent into the industry. I have the opportunity to regularly participate in student recruitment efforts at my institution, where I meet with college-bound families or visit high school programs, and the most common question I get is, “What are the jobs in tourism?” While I have become quite adept at pitching non-linear career paths, I try to counter this question by asking the students what they want in a job. Aside from making money, I hear students seek meaning in their work. Our industry can provide exactly that and help to reshape the narrative around Tourism and Hospitality Management as a field of study. While thoroughly pitching the pillars of sustainable tourism to a high school student in 30 seconds might be a stretch, students gravitate towards concepts like community development, place branding, cultural preservation, and supporting locals. Sustainability is already on their minds, and we have an amazing opportunity to show students how they can translate their way of thinking into a remarkable career path. I’m hopeful that the incredible advocacy case studies discussed at the Annual Convention are only the tip of the iceberg and will inspire more students to find the meaning, satisfaction, and enjoyment that our industry offers. With DMOs focusing more on community engagement and higher education and looking for more robust connection opportunities, there is the potential for incredible collaborations between organizations. With all the themes of this year’s Annual Convention in mind, here are four ways that I’ll be leveling up my curriculum this fall and how you can collaborate: Embracing AI Jason Swick, VP of Strategy & Insights from Simpleview, led off his presentation with a statistic that 66% of employers in our industry are now looking for AI skills on resumes. A common refrain throughout the week is that AI won’t replace jobs, but people who know how to use it will. By folding some AI basics into our tourism marketing courses, like prompt engineering, personalization of GPTs, and AI organization strategies, we can introduce the next generation of leaders to this technology so they can take it and run with it. This realm provides a variety of case study-based projects where DMO’s could partner with students to begin their AI journeys together. Igniting Community Pride We offer several modules in our program that explore the concepts of community-shared values and place branding frameworks, and, in theory, they work great. This fall, I’ll be pushing students to move these concepts further to develop strategies that engage the community and showcase the benefits of tourism. The Little Adventures program from Destin Fort Walton Beach, Florida, along with St. Peterburg’s “From Visitors with Love” campaign, are just two of many examples from the convention that make for impactful case studies connecting theory to practice. Leveraging local colleges to develop and deploy similar projects is a great way to support these valuable efforts that may not directly drive revenue. Long-Term Strategic Planning Inspired by the planning process discussed by Minneapolis, Japan, and Richmond, Canada, there is a need to better prepare students for thinking in the long term. Looking at the DNEXT trend data along with the pillars of community engagement, visitor engagement, partner support, and destination development, students can develop mock strategic plans that span 5-10 years for a destination. This type of exercise is a great way to develop a strategic mindset and raise the level of education students are receiving. Looking to higher education institutions as hubs of innovation could create alignment with strategic plans while engaging the student population. Data-Driven Decision-making As in all industries, understanding how to collect and interpret data is critical to decision-making. By connecting students to industry-developed survey instruments and data collection and analysis technologies, they can bridge the gap in understanding how DMOs drive community alignment, economic development, and brand strategies. Use college programs to help fuel research. Academics love qualitative and quantitative studies – there is excellent potential for collaboration on community perception studies to advance advocacy efforts. Our industry is incredibly cool. As we think about workforce development and building a strong pipeline of talent to carry the torch of progress in the DMO space, collaboration with Colleges and Universities is a prime opportunity to explore. These institutions are full of eager students looking to make a difference in their careers, and DMO’s are a perfect place to do it. What better way to learn by doing than collaborating with a DMO to make the destination a better place for all. I encourage you all to reach out to your local institutions to find ways to engage students in your mission. By inspiring students with the tremendous work being done at DMOs across the world, we can redefine what earning a degree in Tourism and Hospitality Management means and inspire the next generation to make a difference in their communities through the power of tourism. About the Author Bryan Lavin, DBA Professor, Johnson and Wales University College of Hospitality Management Bryan Lavin has been a member of the JWU Faculty for eight years. He teaches in the Department for International Travel and Tourism Studies at the College of Hospitality Management. Bryan’s area of expertise is destination marketing and sales, community development, and sustainable tourism planning. In addition to his scholarly pursuits in the field of tourism, Bryan also serves as the college’s brand manager. He is responsible for the management and execution of an integrated plan to position hospitality management as a dynamic and experiential discipline. chevron_right More from this Author Submit Your Thought Leadership Share your thought leadership with the Destinations International team! Learn how to submit a case study, blog or other piece of content to DI. Submit to DI Workforce Development Show Header? On Full Article
About the Author Bryan Lavin, DBA Professor, Johnson and Wales University College of Hospitality Management Bryan Lavin has been a member of the JWU Faculty for eight years. He teaches in the Department for International Travel and Tourism Studies at the College of Hospitality Management. Bryan’s area of expertise is destination marketing and sales, community development, and sustainable tourism planning. In addition to his scholarly pursuits in the field of tourism, Bryan also serves as the college’s brand manager. He is responsible for the management and execution of an integrated plan to position hospitality management as a dynamic and experiential discipline. chevron_right More from this Author
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