Institutional Approach to Improving Student Experience Sample Clauses

Institutional Approach to Improving Student Experience. The University of Ottawa is a fully bilingual urban institution of higher learning in the heart of Canada’s capital. In recent years, uOttawa has experienced rapid and dramatic growth in its student population, which now stands at 41,800. Growth has recently been curtailed as the university has taken steps to improve student readiness (e.g., by increasing incoming admission averages) and the quality of the student experience. Despite its unwavering commitment to this foundational aspect of our institutional culture, uOttawa also remains firmly committed to a full range of cultural diversities found on its campuses, because this diversity strengthens us and is fully reflective of our society. As a student-centered, bilingual, research-intensive university, uOttawa continually strives to improve the student experience. With this in mind, many of its initiatives, such as French immersion, are designed to facilitate the development of second-language competence and to ensuring that students are able to complete almost all undergraduate programs in the official language of their choice. As a research-intense university, uOttawa also offers a wide variety of opportunities for students to take part in hands-on research in a wide variety of fields, ranging from sciences to humanities. Many students are enrolled in programs leading to professional designation such as Medicine, Psychology, Nursing and other health professions, Management, Education, Social Work, Engineering and Law. These programs must meet the requirements of external accreditation authorities, which oversee the curriculum to ensure development of the competencies and skills required to deal with complex professional tasks. Over the past several years, the University of Ottawa has implemented a number of measures to improve student experience and student satisfaction. Student experience has been improved in the recent years thanks to a variety of services. The Student Academic Success Service (SASS) offers counselling services and fulfills accessibility and accommodation needs. Faculties are now more active in academic advising and mentorship. Faculty members now have more opportunities to train in teaching strategies supporting active learning, thanks to the faculty development programs offered by the Teaching and Learning Support Service (TLSS). Student residence space has been expanded to accommodate all first-year residence applicants and an increased variety of space types (i.e., apartments, s...
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Institutional Approach to Improving Student Experience. UOIT opened in 2003 with 900 students and now serves more than 10,000 students each year. Its 16,000-plus alumni each hold a degree forged from a mix of formal theory, newest thinking, experiential learning and soft skill development. At this young university, students actively contribute to the friendly and vibrant campus ― one that inspires students to get involved and change their world and then the world. Students embrace many campus community opportunities, from volunteering as peer mentors to leading and participating in student government, clubs, sports teams and academic competitions. Upper-year undergraduate and graduate students also engage extensively in the design and delivery of co-curricular programs and services tailored to the needs and interests of UOIT’s diverse student population. Small class sizes allow students to provide constant feedback through regular discourse with professors, reflecting UOIT’s genuine commitment to integrate student input as it creates new, innovative programs. UOIT celebrates, and is strengthened by, a diverse student population, which includes a very high proportion of first-generation, low-income and commuter students from a broad range of under-represented groups. To encourage persistence and xxxxxx academic success in such a diverse group, students need additional support. To date, these efforts have focused primarily on courses that have high-failure rates, such as introductory math, biology, chemistry and physics. These supports, including peer mentoring and specialized transitional programs, begin during orientation and extend throughout first year and on to graduation. This improves the retention and success of all learners. Retention at UOIT is largely a first-year problem. It is building on current, innovative programs to help students who may have otherwise been required to withdraw from university due to poor academic standing. This program is based on collaboration among faculty and staff across the university and includes for-credit courses to provide remediation and support for at-risk students. This curriculum will help build skills in numeracy, literacy, time management and other areas identified to promote student success. Importantly, UOIT relies on its students to assist in the success of their peers. Many student volunteers support major university events, such as orientation and convocation. In addition, students serve as mentors, tutors, technology peer helpers, health and wellness ambassa...
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Institutional Approach to Improving Student Experience. At Xxxxx University, we understand that learners desire an educational experience that is connected and relevant to their everyday lives and evolving future opportunities. In 2013, Xxxxx committed to increases in co‐ op enrolments, community engagement placements and international capstone courses. Moving forward, we intend to increase the quality, breadth and diversity of our co‐op programs, and to extend our commitment to a broader array of curricular and co‐curricular experiential learning. We will continue to grow strategically in both our undergraduate and graduate program offerings, as well as developing measures that assess student skill acquisition and employer satisfaction. We will ensure that students have access to a greater mix of face‐to‐face, online, blended, flipped‐classroom, accelerated and technology‐enhanced courses and entrepreneurial learning in a way that maximizes student flexibility and allows options for accelerated degree completion. As well, a robust Spring‐Summer academic term will aid students in accelerating their degrees while also providing flexibility for part‐time or returning students and students who are trying to balance part‐time employment with their education. career competencies. Upon graduation, students receive a co‐curricular record that reflects their CWC engagement. The integration of the co‐curriculum in course design will increase the number of students registering on the Experience BU portal and activating their profile. Each Faculty is being encouraged to have at least one course that engages first‐ or second‐year students in the CWC. One (or more) faculty members will provide oversight linking these experiences to disciplinary knowledge (i.e., outcome‐based language, transferable skills and the ability to reflect on and apply these experiences to real‐world contexts).
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Institutional Approach to Improving Student Experience. Western has a strong mandate and reputation for providing the best student experience at a research- intensive university (Globe & Mail Surveys 2010-15). Western has long been developing initiatives to enhance the student experience, including implementing a first-year residence guarantee, a first- year course selection guarantee and b y creating more than 400 unique undergraduate program offerings and 120 Masters and PhD programs. Our three affiliated university colleges offer students across the range of many Western programs an opportunity to seamlessly integrate collegiate class settings with Western’s teaching environments, giving students the best of both worlds. Western’s first- to second-year retention ranks second in Ontario at 93.3 per cent (2014-15 data), a function of both the academic excellence of its incoming students and the exceptional student experience it provides. Western’s student experience involves engagement in leadership activities that range from enriched experiences for students who are high academic achievers (e.g., Scholar’s Electives, Western Scholars, Western Integrated Science and the School for Advanced Studies in the Faculty of Arts and Humanities) to opportunities for participation in student government, the Leadership and Academic Mentorship Program, faculty and residence councils and nearly 250 student clubs, associations, and varsity sports.
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Institutional Approach to Improving Student Experience. Carleton University is dedicated to offering students a comprehensive range of academic and personal support, beginning with the application process, and continuing over the course of their university experience and after graduation. Carleton University offers a student experience highlighted by engagement and collaboration, combining learning experiences both inside and outside the classroom. In particular, these characteristics are reflected in its academic programs and its numerous experiential learning opportunities. Carleton has been very successful in launching new programs that reflect its distinctive research and multidisciplinary strengths, and provide students with a truly collaborative experience, working to solve real- world problems. Many of these new programs are unique and may not be offered elsewhere in Canada. Through a recent university-wide initiative, academic units can offer selected undergraduate students accelerated pathways towards a Masters degree — a highly attractive opportunity that helps retain some of Xxxxxxxx’x most talented students and reduces the cost of education for these students. Carleton offers a wide range of programs and services designed to support student learning, provide transformational and enriching student experiences and engage students in the Carleton community and beyond. Carleton offers students multiple opportunities to engage with the community through presentation of their work and volunteer service within the community, and has created a co-curricular transcript which helps students evaluate their learning. The university has also expanded the opportunities for students to gain international experiences.
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Institutional Approach to Improving Student Experience. As an entirely non-residential university, OCAD University’s approach to the student experience is highly integrated with the institution’s academic mission. This entails developing tightly coordinated programs and interventions that meet students where they are: in studios and classrooms, in galleries and study spaces, in laboratories and in the context of their diverse lived experiences and their ambitions as creative people. This is enabled, in part, by OCAD University’s unique studio-based learning environment and comparably low faculty- to-student ratios. approach to well-being. Tangible outcomes of this project were an expanded student Health and Wellness Centre, a peer support program, multiple community partnerships and clear protocols for referring students in distress. Proportion of fourth year students with two or more High-Impact Practices (HIPs) (from the National Survey of Student Engagement) 51% Year 1 to Year 2 retention (from the Consortium for Student Retention Data Exchange) 89% Proportion of operating expenditures on student services, net of student assistance (as reported in the Council of University Finance Officers data) 6% Year 1 retention (in-year) 86%
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Institutional Approach to Improving Student Experience. The University of Windsor is committed to providing an excellent education that prepares students for life after graduation. We know that we must do several things if we are to fulfill this commitment. First, through continual academic program innovation we seek to integrate into the learning process a workplace or community-based opportunity that provides experience, mentorship, and maximum value to the degree earned as a student seeks to successfully enter the workplace. Second, we are committed to having campus learning and social spaces that support innovation in teaching and learning, collaboration, partnerships, and community engagement. Third, we are placing a strong emphasis on student services that promote health and wellness. The University of Windsor is distinctive in its location, its comprehensive program offerings, its research strengths that serve the needs of the community and the province, and its attraction as a destination for international students looking to study in Ontario and possibly make it their home. We can further strengthen this distinctiveness by ensuring that we pay attention to our programs, our spaces, and our services.
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Related to Institutional Approach to Improving Student Experience

  • Professional Development; Adverse Consequences of School Exclusion; Student Behavior The Board President or Superintendent, or their designees, will make reasonable efforts to provide ongoing professional development to Board members about the adverse consequences of school exclusion and justice-system involvement, effective classroom management strategies, culturally responsive discipline, appropriate and available supportive services for the promotion of student attendance and engagement, and developmentally appropriate disciplinary methods that promote positive and healthy school climates, i.e., Senate Bill 100 training topics. The Board will conduct periodic self-evaluations with the goal of continuous improvement. New Board Member Orientation The orientation process for newly elected or appointed Board members includes:

  • Product Changes Vocera shall have the right, in its absolute discretion, without liability to End User, to update to provide new functionality or otherwise change the design of any Product or to discontinue the manufacture or sale of any Product. Vocera shall notify End User at least 90 days prior to the delivery of any Product which incorporates a change that adversely affects form, fit or function (“Material Change”). Vocera shall also notify End User at least 90 days prior to the discontinuance of manufacture of any Product. Notification will be made as soon as reasonably practical for changes associated with regulatory or health and safety issues.

  • Clinical 1.1 Provides comprehensive evidence based nursing care and individual case management to a specific group of patients/clients including assessment, intervention and evaluation. 1.2 Undertakes clinical shifts at the direction of senior staff and the Nursing Director including participation on the on-call/after-hours/weekend roster if required. 1.3 Responsible and accountable for patient safety and quality of care through planning, coordinating, performing, facilitating, and evaluating the delivery of patient care relating to a particular group of patients, clients or staff in the practice setting. 1.4 Monitors, reviews and reports upon the standard of nursing practice to ensure that colleagues are working within the scope of nursing practice, following appropriate clinical pathways, policies, procedures and adopting a risk management approach in patient care delivery. 1.5 Participates in xxxx rounds/case conferences as appropriate. 1.6 Educates patients/carers in post discharge management and organises discharge summaries/referrals to other services, as appropriate. 1.7 Supports and liaises with patients, carers, colleagues, medical, nursing, allied health, support staff, external agencies and the private sector to provide coordinated multidisciplinary care. 1.8 Completes clinical documentation and undertakes other administrative/management tasks as required. 1.9 Participates in departmental and other meetings as required to meet organisational and service objectives. 1.10 Develops and seeks to implement change utilising expert clinical knowledge through research and evidence based best practice. 1.11 Monitors and maintains availability of consumable stock. 1.12 Complies with and demonstrates a positive commitment to Regulations, Acts and Policies relevant to nursing including the Code of Ethics for Nurses in Australia, the Code of Conduct for Nurses in Australia, the National Competency Standards for the Registered Nurse and the Poisons Act 2014 and Medicines and Poisons Regulations 2016. 1.13 Promotes and participates in team building and decision making. 1.14 Responsible for the clinical supervision of nurses at Level 1 and/or Enrolled Nurses/ Assistants in Nursing under their supervision.

  • Clinical Studies The animal and other preclinical studies and clinical trials conducted by the Company or on behalf of the Company were, and, if still pending are, to the Company’s knowledge, being conducted in all material respects in compliance with all Applicable Laws and in accordance with experimental protocols, procedures and controls generally used by qualified experts in the preclinical study and clinical trials of new drugs and biologics as applied to comparable products to those being developed by the Company; the descriptions of the results of such preclinical studies and clinical trials contained in the Registration Statement and the Prospectus are accurate and complete in all material respects, and, except as set forth in the Registration Statement and the Prospectus, the Company has no knowledge of any other clinical trials or preclinical studies, the results of which reasonably call into question the clinical trial or preclinical study results described or referred to in the Registration Statement and the Prospectus when viewed in the context in which such results are described; and the Company has not received any written notices or correspondence from the FDA, the EMA, or any other domestic or foreign governmental agency requiring the termination, suspension or modification of any preclinical studies or clinical trials conducted by or on behalf of the Company that are described in the Registration Statement and the Prospectus or the results of which are referred to in the Registration Statement and the Prospectus.

  • PROPOSED MOBILITY PROGRAMME The proposed mobility programme includes the indicative start and end months of the agreed study programme that the student will carry out abroad. The Learning Agreement must include all the educational components to be carried out by the student at the receiving institution (in table A) and it must contain as well the group of educational components that will be replaced in his/her degree by the sending institution (in table B) upon successful completion of the study programme abroad. Additional rows can be added as needed to tables A and B. Additional columns can also be added, for example, to specify the study cycle-level of the educational component. The presentation of this document may also be adapted by the institutions according to their specific needs. However, in every case, the two tables A and B must be kept separated, i.e. they cannot be merged. The objective is to make clear that there needs to be no one to one correspondence between the courses followed abroad and the ones replaced at the sending institutions. The aim is rather that a group of learning outcomes achieved abroad replaces a group of learning outcomes at the sending institution, without having a one to one correspondence between particular modules or courses. A normal academic year of full-time study is normally made up of educational components totalling 60 ECTS* credits. It is recommended that for mobility periods shorter than a full academic year, the educational components selected should equate to a roughly proportionate number of credits. In case the student follows additional educational components beyond those required for his/her degree programme, these additional credits must also be listed in the study programme outlined in table A. When mobility windows are embedded in the curriculum, it will be enough to fill in table B with a single line as described below: Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Semester [autumn / spring] [or term] Number of ECTS* credits Mobility window … Total: 30 Otherwise, the group of components will be included in Table B as follows: Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Semester [autumn / spring] [or term] Number of ECTS* credits Course x … 10 Module y … 10 Laboratory work … 10 Total: 30 The sending institution must fully recognise the number of ECTS* credits contained in table A if there are no changes to the study programme abroad and the student successfully completes it. Any exception to this rule should be clearly stated in an annex of the Learning Agreement and agreed by all parties. Example of justification for non-recognition: the student has already accumulated the number of credits required for his/her degree and does not need some of the credits gained abroad. Since the recognition will be granted to a group of components and it does not need to be based on a one to one correspondence between single educational components, the sending institution must foresee which provisions will apply if the student does not successfully complete some of the educational components from his study programme abroad. A web link towards these provisions should be provided in the Learning Agreement. The student will commit to reach a certain level of language competence in the main language of instruction by the start of the study period. The level of the student will be assessed after his/her selection with the Erasmus+ online assessment tool when available (the results will be sent to the sending institution) or else by any other mean to be decided by the sending institution. A recommended level has been agreed between the sending and receiving institutions in the inter-institutional agreement. In case the student would not already have this level when he/she signs the Learning Agreement, he/she commits to reach it with the support to be provided by the sending or receiving institution (either with courses that can be funded by the organisational support grant or with the Erasmus+ online tutored courses). All parties must sign the document; however, it is not compulsory to circulate papers with original signatures, scanned copies of signatures or digital signatures may be accepted, depending on the national legislation. * In countries where the "ECTS" system it is not in place, in particular for institutions located in partner countries not participating in the Bologna process, "ECTS" needs to be replaced in all tables by the name of the equivalent system that is used and a weblink to an explanation to the system should be added. The section to be completed during the mobility is needed only if changes have to be introduced into the original Learning Agreement. In that case, the section to be completed before the mobility should be kept unchanged and changes should be described in this section. Changes to the mobility study programme should be exceptional, as the three parties have already agreed on a group of educational components that will be taken abroad, in the light of the course catalogue that the receiving institution has committed to publish well in advance of the mobility periods and to update regularly as ECHE holder. However, introducing changes might be unavoidable due to, for example, timetable conflicts. Other reasons for a change can be the request for an extension of the duration of the mobility programme abroad. Such a request can be made by the student at the latest one month before the foreseen end date. These changes to the mobility study programme should be agreed by all parties within four to seven weeks (after the start of each semester). Any party can request changes within the first two to five-week period after regular classes/educational components have started for a given semester. The exact deadline has to be decided by the institutions. The shorter the planned mobility period, the shorter should be the window for changes. All these changes have to be agreed by the three parties within a two-week period following the request. In case of changes due to an extension of the duration of the mobility period, changes should be made as timely as possible as well. Changes to the study programme abroad should be listed in table C and, once they are agreed by all parties, the sending institution commits to fully recognise the number of ECTS credits as presented in table C. Any exception to this rule should be documented in an annex of the Learning Agreement and agreed by all parties. Only if the changes described in table C affect the group of educational components in the student's degree (table B) that will be replaced at the sending institution upon successful completion of the study programme abroad, a revised version should be inserted and labelled as "Table D: Revised group of educational components in the student's degree that will be replaced at sending institution". Additional rows and columns can be added as needed to tables C and D. All parties must confirm that the proposed amendments to the Learning Agreement are approved. For this specific section, original or scanned signatures are not mandatory and an approval by email may be enough. The procedure has to be decided by the sending institution, depending on the national legislation.

  • Clinical Trials The studies, tests and preclinical and clinical trials conducted by or on behalf of, or sponsored by, the Company, or in which the Company has participated, that are described in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus, or the results of which are referred to in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus, were and, if still pending, are being conducted in all material respects in accordance with protocols, procedures and controls pursuant to, where applicable, accepted professional and scientific standards for products or product candidates comparable to those being developed by the Company and all applicable statutes, rules and regulations of the FDA, the EMEA, Health Canada and other comparable drug and medical device (including diagnostic product) regulatory agencies outside of the United States to which they are subject; the descriptions of the results of such studies, tests and trials contained in the Registration Statement, the Time of Sale Disclosure Package or the Prospectus do not contain any misstatement of a material fact or omit a material fact necessary to make such statements not misleading; the Company has no knowledge of any studies, tests or trials not described in the Disclosure Package and the Prospectus the results of which reasonably call into question in any material respect the results of the studies, tests and trials described in the Registration Statement, the Time of Sale Disclosure Package or Prospectus; and the Company has not received any notices or other correspondence from the FDA, EMEA, Health Canada or any other foreign, state or local governmental body exercising comparable authority or any Institutional Review Board or comparable authority requiring or threatening the termination, suspension or material modification of any studies, tests or preclinical or clinical trials conducted by or on behalf of, or sponsored by, the Company or in which the Company has participated, and, to the Company’s knowledge, there are no reasonable grounds for the same. Except as disclosed in the Registration Statement, the Time of Sale Disclosure Package and the Prospectus, there has not been any violation of law or regulation by the Company in its respective product development efforts, submissions or reports to any regulatory authority that could reasonably be expected to require investigation, corrective action or enforcement action.

  • Development Activities The Development activities referred to in item “b” of paragraph 3.1 include: studies and projects of implementation of the Production facilities; drilling and completion of the Producing and injection xxxxx; and installation of equipment and vessels for extraction, collection, Treatment, storage, and transfer of Oil and Gas. The installation referred to in item “c” includes, but is not limited to, offshore platforms, pipelines, Oil and Gas Treatment plants, equipment and facilities for measurement of the inspected Production, wellhead equipment, production pipes, flow lines, tanks, and other facilities exclusively intended for extraction, as well as oil and gas pipelines for Production Outflow and their respective compressor and pumping stations.

  • Feasibility Study A feasibility study will identify the potential costs, service quality and other benefits which would result from contracting out the work in question. The cost analysis for the feasibility study shall not include the Employer’s indirect overhead costs for existing salaries or wages and benefits for administrative staff or for rent, equipment, utilities, and materials, except to the extent that such costs are attributable solely to performing the services to be contracted out. Upon completion of the feasibility study, the Employer agrees to furnish the Union with a copy if the feasibility study, the bid from the Apparent Successful Bidder and all pertinent information upon which the Employer based its decision to contract out the work including, but not limited to, the total cost savings the Employer anticipates. The Employer shall not go forward with contracting out the work in question if more than sixty percent (60%) of any projected savings resulting from the contracting out are attributable to lower employee wage and benefit costs.

  • Presentation of Potential Target Businesses The Company shall cause each of the Initial Shareholders to agree that, in order to minimize potential conflicts of interest which may arise from multiple affiliations, the Initial Shareholders will present to the Company for its consideration, prior to presentation to any other person or company, any suitable opportunity to acquire an operating business, until the earlier of the consummation by the Company of a Business Combination or the liquidation of the Company, subject to any pre-existing fiduciary obligations the Initial Shareholders might have.

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board of Education agrees to pay the actual tuition costs of courses taken by a teacher at accredited colleges or universities up to three courses per two (2) year fiscal periods from July 1, 2006 to June 30, 2008 and July 1, 2008 to June 30, 2010 respectively, except as follows: 1. No teacher may be reimbursed for courses taken during the first year of teaching in Vineland. 2. Teachers taking courses in the second and third years of employment in Vineland will not receive remuneration until tenure has been secured. The remuneration will then be retroactive and will be paid to the teacher in a lump sum within sixty (60) days after the teacher has secured tenure. 3. All courses must be pre-approved by the Superintendent or his designee subject to the following requirements: (a) A teacher must provide official documentation that he/she has obtained a grade of B or better; (b) Reimbursement shall be paid only for courses directly related to teacher’s teaching field which increase the teacher’s content knowledge and are related to the teacher’s current certification, as determined by the Superintendent or his/her designee in his/her sole discretion; no reimbursement shall be paid for courses leading to a post graduate or professional degree in a field other than education or teaching. Further, effective September 1, 2010, all newly hired teachers shall not be eligible for reimbursement until they are tenured, and they shall not be eligible for retroactive reimbursement upon gaining tenure for courses taken prior to being tenured. (c) The maximum total payments to be made by the Board shall not exceed $130,000.00. Courses shall be applied for no earlier than the following dates: Summer Session - April 1 Fall/Winter Session - June 1 Spring Session - October 1 Courses must, as set forth hereinabove in this sub-article 18.A.3, be pre-approved by the Superintendent or his designee, prior to the teacher commencing the course(s); and (d) Teacher taking courses shall sign a contract requiring them to reimburse the Board for all tuition paid for a course if the teacher shall voluntarily leave the employ of the Board within one (1) full school/academic year of completion of said course, except that reimbursement shall not be required when the teacher shall voluntarily leave the employ of the Board due to a significant, documented life change. 4. Tuition reimbursement costs shall be a sum not to exceed the actual cost of college credits charged in an accredited public State college/University of the State of New Jersey. B. When the Superintendent initiates in-service training courses, workshops, conferences and programs designed to improve the quality of instruction, the cooperation of the Vineland Education Association will be solicited. Notwithstanding the above, the initiation of in-service training courses, workshops, conferences and programs shall be determined solely at the discretion of the Board. C. One professional leave day may be granted to a teacher upon request, according to the following guidelines: 1. The professional day may be for attendance at a workshop, seminar or visit to another school for the expressed purpose of self professional improvement for the job. 2. The request shall arrive in the office of the Superintendent of Schools at least ten (10) working days prior to the date requested and shall be reviewed by the immediate supervisor prior to submission. The Board reserves the right to deny a professional leave day before or immediately following a holiday or on a day which by its nature suggests a hardship for providing a substitute. 3. No more than two teachers from any one elementary school or from any one department in the secondary schools may be granted a professional leave for a given day. 4. The teacher may be required to submit a report to the Superintendent of Schools, Assistant Superintendent, supervisor (s), principal and staff regarding the activity of the professional day. 5. Costs incurred by the teacher for the professional day authorized under this Section shall be the teacher’s responsibility. 6. A maximum of 90 professional leave days may be authorized for the school year which shall be apportioned as follows: elementary, 35; grades seven and eight, 20; and high school, 35. D. If the Board initiates a teacher’s attendance at a professional workshop, seminar or visit, the expenses shall be the responsibility of the Board. Further, this day shall not be subtracted from the 90 professional leave days granted to teachers of the Association. E. The Board agrees to pay the full cost of courses taken by secretaries related to skills and knowledge improvement when such courses are required and approved by the Board. F. The Board and the Association agree that it is important to communicate when developing and implementing current and future learning technologies, including but not limited to distance and on-line learning.

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