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1
Resources / Newsletter of IQAC, DIU Volume 1; Issue 1: 2015
« on: April 23, 2019, 02:39:26 PM »
Newsletter of IQAC, DIU
Volume 1; Issue 1: 2015

Link: http://iqac.daffodilvarsity.edu.bd/images/pdf/Volume_1_Issue_1.pdf

2
2019-2025 Global Blended Learning Market by Featuring Companies – Skillsoft, D2L, City & Guilds Group and Cegos

Analysis of Blended Learning market and its upcoming growth prospects is been mentioned with most exactness. This study includes an elaborative summary of Blended Learning market that also includes snapshots that provide depth of knowledge of various different segmentations. Through qualitative and measure of key factors that are responsible for boosting or hampering the market growth and therefore the promising opportunities in the global Blended Learning market have been providing. Primary and secondary analysis is been done in detail that helps the readers have a strong understanding of the entire market for the forecast period of 2013-2025.

The analysis report on global Blended Learning market estimates the development patterns of the business through elapsed investigation and evaluations of future prospects dependent on complete analysis. The report wisely offers the market share, development, patterns and guidelines for the amount 2013 to 2025. the global market for Blended Learning is needed to develop at a CAGR of usually XX% throughout the following ten years, can succeed XXXX million US$ in 2025, from XX million US$ in 2018. The report gives key measurements on the market status of the global Blended Learning and could be a profitable wellspring after all and direction for organizations and people intrigued by the business.

The report utilizes SWOT examination for the development appraisal of the exceptional global Blended Learning market players. It, in addition, examines the most recent enhancements while assessing the development of the leading global Blended Learning market players. It offers profitable information, as an example, product contributions, revenue division, and a business report of the instructing players within the global Blended Learning market.

Top Reported Manufacturers in Global Blended Learning Market:

Skillsoft, City & Guilds Group, Cegos, D2L, GP Strategies, NIIT

Global Blended Learning Market Key Types Segmented:

Systems
Content
Courses
Solutionss

Global Blended Learning Market Key Applications Segmented:

Automotive Industry
BFSI
Consumer Goods Sector
Energy Sectors

Focused Key Region in Global Blended Learning Market:



North America (the United States, Canada, and Mexico)

Europe (Germany, France, UK, Russia, and Italy)

Asia-Pacific (China, Japan, Korea, India, and Southeast Asia)

South America (Brazil, Argentina, Colombia)

The Middle East and Africa (Saudi Arabia, UAE, Egypt, Nigeria, and South Africa)

Table Of Content Topics Covered:

1. Global Market Overview: Scope of Statistics of Blended Learning market

2. Regional Market: Regional Production, Regional Demand, Regional Trade

3. Key Manufacturers: Company Information, Product & Services, Business Data, Recent Development

4. Major Application: Application of Blended Learning with Market Size and Forecast

5. Market by Type: Type of Blended Learning with market size and forecast

6. Price Overview: Price by Manufacturers, Price by Application, Price by Type

7. Conclusion

Report Summary:

In the initial section, the global Blended Learning report presents industry summary, definition, and scope. The second part briefs regarding global Blended Learning bifurcation by type, Application, and countries. the top industry players, market share, revenue analysis, and sales margin is explained. The raw materials analysis, production and consumption scenario is specified. The SWOT analysis by players, the growth rate for each type, application, and the region is covered. A 5-year forecast global Blended Learning perspective will lead to profitable business plans and wise moves. Towards, the end information sources, analysis methodology, and findings are offered.

Source: https://connectivitymarket.com/2019/04/19/global-blended-learning-market-regions-2019/

3
Japan aims to produce 250,000 AI experts a year

TOKYO -- Japan will seek to increase the development of talent proficient in artificial intelligence to 250,000 people a year, up from just a few thousand today, according to a government plan laid out Friday.

All students enrolled in universities and technical schools will be mandated to take a beginner AI course, based on a draft proposal released at a cabinet-level innovation panel.

With about 600,000 post-secondary graduates per year, the goal is to have 250,000 of them possessing advanced AI expertise. The number would include 120,000 science and technology majors and 60,000 health science majors from four-year colleges. Another 70,000 liberal arts majors, representing 17% of the 420,000 students in that field, would round out the total.

The growing prevalence of "internet of things" technology -- where devices and systems are linked and able to share information -- and big data increasingly make AI expertise crucial in developing products and finding new business opportunities.

"The talent will extend across the sciences and the arts," said Osamu Sudoh, a professor at the University of Tokyo specializing in informatics. "If 1,000 top, world-class talent is produced out of 100,000 people, Japan will raise its competitive advantage."



Only 2,800 students currently complete master's degrees in AI research, according to a government task force. The 250,000-per-year target may seem like a high bar, but that is the level necessary to ease the labor shortage for AI experts, with the gap expected to reach 300,000 by the end of 2020.

"If college and technical students learn data science, they may apply AI to sales and projects once they start working," said Koji Kono at Mizuho Information & Research Institute.

These efforts will go hand in hand with measures being taken in academia and the private sector. Shiga University, which established Japan's first department of data science in 2017, will offer a master's degree program starting next month. Out of the 23 people due to enter, 80% will be working adults sent by businesses.

Insurance provider Sompo Holdings has offered an AI training program for people both inside and outside the company since 2017. The three-month courses are held twice a year, and have produced 100 graduates, some of whom are recruited by the company.

Not only does Persol Career match data scientists and AI technologists with employers, the staffing company also offers an educational program for talent on its roster.

A number of barriers stand in the way of freshly minting 250,000 AI experts every year, however, with one being securing enough teachers.

"The market rate [for AI educators] has soared over the past decade," said Yuki Matsumoto, chief technology officer at DMM.com, an e-commerce and internet company. "If you don't provide them the remuneration at or above what they'll receive in the private sector, it will be difficult to secure AI talent for the classrooms."

Japanese data scientists make up to 12 million yen ($109,000) a year, according to British staffing agency Hays. That is less than the 1 million yuan ($148,000) earned in China, and the 180,000 Singaporean dollars ($133,000) in Singapore.

And salaries for educators are lower still. The average Japanese high school teacher makes 4.32 million yen annually, while the figure rises to 5.52 million for college instructors, government data suggests. The lopsided demand from businesses could limit the number of AI instructors available to teach college students.

Source: https://asia.nikkei.com/Economy/Japan-aims-to-produce-250-000-AI-experts-a-year

4
QA Mechanism / Self-Assessment Mechanism
« on: April 20, 2019, 03:04:24 PM »
Self-Assessment Mechanism


Organizing for Self-Assessment: Self-assessment may be considered as the groundwork for effective decisions and work plan relating to quality assurance and further improvement. For an effective self-assessment critical review of current state of practices in respect of the set criteria and standards is very important. But the job is not a stand-alone exercise. Instead, the self-assessment should be the culmination and coordinated efforts by several group of people in the university or program offering entity. It should be done as a permanent and cyclical process. In order to be effective in organizing self-assessment major stakeholders must have a clear understanding of the self-assessment process, its scope and limitations. In many cases, self-assessment is undertaken because the leaders of an institution, or an external agency, demand it (Lemaitre et al., 2007). But if it is not considered useful and worthwhile for the academic improvement, it will not be effective. It is necessary to have significant internal motivation to go for self-assessment. Self-assessment is to be done with the spirit of team work and involvement of all the parties of the entity or institution. Strong commitment and institutional supports are also very important to maximize the benefits of self-assessment. Therefore, arrangement of workshop or discussion on the self-assessment process and its significance in quality assurance would be effective to mobilize the internal stakeholders of the entity for self-assessment. Institutional Quality Assurance Cell (IQAC) has to take the lead role in this regard.

Self-Assessment Committee (SAC): There shall be a three member Self-Assessment Committee in each program offering entity of the university. The Dean/Chairman/ Head of the program offering entity will form the Program SA Committee (PSAC) for the entity.The Head and two members of SAC shall be filled up by the interested, experienced appropriately qualified senior faculty of the entity under assessment. The SAC will be formed and function for one year. During this one year period the SAC will conduct the self-assessment and facilitate the external peer review and prepare the improvement plan for further academic development. In addition, the SAC will oversee the QA related activities within the program offering entity and will make sure that all the QA activities undertaken by the IQAC and applicable for the entity are being implemented properly. The SAC in cooperation with IQAC will work to develop the QA culture within the entity.3.2

5
Workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU"

A workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU" was held on March 27, 2019 at Conference Room, DT-4, Daffodil International University (DIU). The programme was organized by Institutional Quality Assurance Cell (IQAC) of DIU. The event aims to provide orientation and proper guideline on Self-Assessment Process Flow for 9 (nine) SA Departments, which are as: Department of: Architecture, Civil Engineering, Multimedia & Creative Technology, Environmental Science and Disaster Management, Tourism & Hospitality Management, Public Health, Innovation & Entrepreneurship, Development Studies, Information Science and Library Management. Conveners and members of 9 SA Committee were present.



 Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, Daffodil International University has conducted the program and presented the key note, based on the theme: ‘Building Awareness on Orientation of SA Process Flow among 9 new SACs, IQAC, DIU’. At the beginning, he has introduced the incumbent Additional Director of IQAC, DIU, Dr. Md. Jashim Uddin, Associate Professor, Department of GED, DIU with the distinguished participants, attended the event. At his presentation, he has explained the importance of quality education for Higher Education Institute and depicted the necessity and importance of introducing QA system for all departments. Citing the example, he has also focused comparative analysis of national and international QA systems. While rendering his presentation, Director, IQAC showed the graphical presentation of structural framework of overall IQAC and SAC activities and the Self-Assessment Process Flow of 5 years cycle. He has talked on several vital issues of Self-Assessment and other related areas like: SA Criteria and SA Standards, Stakeholders representation, Objectives and Outcomes of SA Exercise, Strategic Approach (PDCA Approach) of IQAC, DIU, Responsibilities of SAC and IQAC. In addition to the process flow, he also shared the experiences with EPR Team. To stress on second agenda, Director, IQAC, DIU also talked on ‘Methodology to Establish a Monitoring System for Assessment of Standard of the Question Papers of All Departments of DIU’ and explained the general objectives and Terms of References (ToRs) of the committee. He has also requested Sac members to visit IQAC website where they can get all updated information regarding QA domain. Professor. Dr. Haque also shared the functions of IQAC with National Quality Framework of Bangladesh (NQFB).


After summing up of his presentation, he has invited the floor for discussion. Convenors and SA Members took participation at the discussion and they have talked on various issues on QA activities and other areas like evaluation of teacher by the student etc,
Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, DIU has also requested the SA-C of 9 SA departments, to start their survey questionnaire related tasks from 01 April, 2019 and cover their activities like arranging workshops/seminars through PR section of DIU.

Director, IQAC wrapped-up the programme by extending his thanks to all of them for attending the event, in a befitting manner.

6
QA Areas / Self-Assessment Criteria and Standard
« on: April 20, 2019, 02:58:10 PM »
Self-Assessment Criteria and Standard

Criteria 1: Governance

Criteria 2: Curriculum Content Design & Review

Criteria-3: Student Admission, Progress and Achievements

Criteria 4: Physical Facilities

Criteria 5: Teaching - Learning and Assessment

Criteria 6: Student Support Services

Criteria 7: Staff and Facilities

Criteria 8: Research and Extension

Criteria9: Process Management & Continuous Improvement

7
Teaching and Learning Tools / Rubrics System
« on: April 20, 2019, 02:55:31 PM »
Rubrics


A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Rubrics contain three essential features: criteria students are to attend to in completing the assignment, markers of quality (typically rating scales), and scoring. Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, proficiency (i.e., "excellent" does xyz, "fair" does only xy or yz, "poor" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which you ask students to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.
Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used by students as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010).

Fast Facts: Getting Started with Rubrics
Why You Should Consider Rubrics
Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.
Demystify assignment expectations so students can focus on the work instead of guessing "what the teacher wants."
Adapt your approach to teaching aspects of a course based on thematic gaps in student learning that are easily identified by reviewing rubrics across a class.
Develop consistency in how you evaluate student learning across students and throughout a class.
Reduce time spent on grading; Increase time spent on teaching.
Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.
Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.
Developing a Rubric
First Things, First

It will be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there!
Do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or simply ask colleagues if they have developed rubrics for similar assignments.
The Process

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.
Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.
Develop the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale. (i.e., "excellent-2," "fair-1," "poor-0"; or, "Mastery," "Emerging," "Beginning" for a developmental approach)
Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.
 

The Western Association of Schools and Colleges (WASC) Rubrics
Rubric for Integration of Student Learning Assessment into Program Reviews
Rubric for Assessing the Quality of Academic Program Learning Outcomes
Rubric for Assessing the Use of Portfolios for Assessing Program Learning Outcomes
Rubric for Evalutating General Education Assessment Process
The Educational Effectiveness Framework: Capacity & Effectiveness as They Relate to Student and Institutional Learning
Rubric for Assessing the use of Capstone Experiences for Assessing Program Learning Outcomes

Rubrics for Assessment

There are many resources on the web that provide examples of rubrics that can be used in assessment. In "Other Resources," below, the long UCLA document provides some excellent examples. IN addition the Association of American Colleges and Universities has an excellent set of "Value Rubrics" which we include below. All are Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

Value Rubrics Packet, including rubrics on:

Creative Thinking
Critical Thinking
Information LIterary
Inquiry Analysis
Oral Communication
Problem Solving
Quantitative Literacy
Reading
Written Communication
Other Assessment Resources
Association for the Assessment of Learning in Higher Education(link is external) (link is external)
Assessment and Evaluation in Higher Education--Journal(link is external) (link is external)
National Institute for Learning Outcomes Assessment (link is external) (link is external)
UC Berkeley’s Undergraduate Student Learning Initiative (link is external)

References:

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18.
Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall.
Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

9 Principles of Good Practice for Assessing Student Learning

PDF icon 9_principles_of_good_practice_for_assessing_student_learning.pdf
Sample Research Paper, Annotated Bibliography, and Reflection
PDF icon sample_research_paper_and_reflection.pdf
IAS Honors Thesis Evaluation Form
PDF icon iastp_honorsthesiseval.pdf
Rubrics for Grading an Analytical Essay, Sociology Department
PDF icon sociologyrubric_gradinganalyticalessay.pdf
Rubric for Writing Assessment, Sociology Department
PDF icon sociologyrubric_writingassessment.pdf

RESOURCES
Learn
Design
Engage
Improve
Evaluate Course-Level Learning
Rubrics
Alternatives to Traditional Testing
Alternatives to Final Assessments - Regulation 772
New to Campus
Assessment and Evaluation
Documenting Teaching Effectiveness
Reading and Composition

Source: https://teaching.berkeley.edu/resources/improve/evaluate-course-level-learning/rubrics

8
বৈশ্বিক তথ্যপ্রযুক্তি ব্যয় ৩.৭৯ ট্রিলিয়ন ডলারে পৌঁছবে
বিশ্বব্যাপী তথ্যপ্রযুক্তি (আইটি) খাতে ব্যয় বাড়ছে। চলতি বছর এ খাতে ব্যয় গত বছরের চেয়ে ১ দশমিক ১ শতাংশ বেড়ে ৩ লাখ ৭৯ হাজার কোটি ডলারে (৩ দশমিক ৭৯ ট্রিলিয়ন ডলার) পৌঁছবে। বাজার গবেষণা প্রতিষ্ঠান গার্টনার প্রকাশিত সাম্প্রতিক এক প্রতিবেদনে এমনটাই পূর্বাভাস দেয়া হয়েছে। খবর ইন্দো-এশিয়ান নিউজ সার্ভিস।

বৈশ্বিক তথ্যপ্রযুক্তি খাতের উন্নয়ন ঘটছে দ্রুত। সংশ্লিষ্ট খাত এখন ডিজিটাল ব্যবসায় পরিণত হচ্ছে। তথ্যপ্রযুক্তি খাতে এমন এক পরিবেশ তৈরি হয়েছে, যা ধারাবাহিকভাবে সংযুক্ত বিশ্বের দিকে ধাবিত হচ্ছে। কিন্তু গত বছরের তুলনায় চলতি বছর খাতটির যেমন প্রবৃদ্ধি প্রত্যাশা করা হয়েছিল, বাস্তবে তেমনটা হবে না।

গার্টনারের প্রতিবেদন অনুযায়ী, চলতি বছর ডাটা সেন্টার সিস্টেম বাজারে ব্যয়ে সবচেয়ে বেশি পতন দেখা যাবে। বাজারটিতে গত বছরের চেয়ে ২ দশমিক ৮ শতাংশ ব্যয় কমার আশঙ্কা করা হচ্ছে। ডাটা সেন্টার-সংশ্লিষ্ট বিভিন্ন কম্পোনেন্টের সর্বনিম্ন গড় মূল্যের পতনের কারণে এমনটা হওয়ার সম্ভাবনা দেখা দিয়েছে।

বিবৃতিতে গার্টনারের রিসার্চ ভাইস প্রেসিডেন্ট জন-ডেভিড লাভলক বলেন, মুদ্রা অস্থিরতা ও সম্ভাব্য বৈশ্বিক মন্দার কারণে তথ্যপ্রযুক্তি খাতের প্রতিষ্ঠানগুলোর ওপর নেতিবাচক প্রভাব পড়তে পারে। এতে তথ্যপ্রযুক্তি খাতে অনিশ্চয়তা দেখা দিতে পারে। যে কারণে গত প্রান্তিকের (জানুয়ারি-মার্চ) চেয়ে চলতি প্রান্তিকে তথ্যপ্রযুক্তি ব্যয় কিছুটা কমতে পারে। তবে অনিশ্চয়তা সত্ত্বেও ব্যবসায়ীরা তথ্যপ্রযুক্তিতে বিনিয়োগ অব্যাহত রাখবেন। কারণ তারা প্রতিষ্ঠানের রাজস্ব আয় বাড়াতে আগ্রহী। তবে ব্যয়ের ধরন কিছুটা পাল্টে যাবে।

তিনি বলেন, ২০১৭ সাল থেকে বিশ্বব্যাপী তথ্যপ্রযুক্তি খাতে ব্যয় বাড়ছে। আগামী কয়েক বছরেও এ ধারা অব্যাহত থাকবে। তবে ব্যয় প্রবৃদ্ধিতে কিছুটা শ্লথগতি দেখা যাবে। ভবিষ্যতে ডিজিটাল ব্যবসা, ব্লকচেইন, ইন্টারনেট অব থিংস (আইওটি), মেশিন লার্নিং (এমএন) ও কৃত্রিম বুদ্ধিমত্তা (এআই) তথ্যপ্রযুক্তি খাতের প্রবৃদ্ধিতে ভূমিকা রাখবে।

বৈশ্বিক তথ্যপ্রযুক্তি ব্যয় প্রবৃদ্ধিতে গুরুত্বপূর্ণ ভূমিকা রাখবে ক্লাউড প্রযুক্তির ক্রমবর্ধমান চাহিদা। ক্লাউড বাজার এতটাই ক্রমবর্ধমান যে চলতি বছর ১৭ দশমিক ৫ শতাংশ বেড়ে এর আকার ২১ হাজার ৪৩০ কোটি ডলারে পৌঁছবে। গত বছর এ বাজারের আকার ছিল ১৮ হাজার ২৪০ কোটি ডলার। সাধারণ ব্যবহারকারী কিংবা বিভিন্ন খাতের ব্যবসা প্রতিষ্ঠানে ইন্টারনেটভিত্তিক অ্যাপ্লিকেশন ও স্টোরেজের মতো সেবার চাহিদা বেড়েছে।

ক্লাউড প্রযুক্তি বাজারে সর্বোচ্চ প্রবৃদ্ধি আসবে সিস্টেম অবকাঠামো সেবা খাত থেকে। চলতি বছর সিস্টেম অবকাঠামো সেবা খাতে ২৭ দশমিক ৫ শতাংশ প্রবৃদ্ধির আশা করা হচ্ছে। ক্লাউড সিস্টেম অবকাঠামো সেবা খাতে ব্যয় গত বছরের ৩ হাজার ৫০ কোটি ডলারের চেয়ে বেড়ে ৩ হাজার ৮৯০ কোটি ডলারে পৌঁছবে। এখন ক্লাউড অ্যাপ্লিকেশন অবকাঠামো সেবা খাত বৈশ্বিক ক্লাউড বাজারের বড় একটি অংশ দখল করে আছে। চলতি বছর এ খাতে দ্বিতীয় সর্বোচ্চ প্রবৃদ্ধির আশা করা হচ্ছে। চলতি বছর ক্লাউড অ্যাপ্লিকেশন অবকাঠামো সেবা খাতে ২১ দশমিক ৮ শতাংশ প্রবৃদ্ধির আশা করা হচ্ছে।

জন-ড্যাভিড লাভলক বলেন, বিভিন্ন প্রতিষ্ঠানের প্রধান তথ্য কর্মকর্তাদের (সিআইও) জন্য প্রযুক্তিতে বিনিয়োগ অত্যন্ত প্রয়োজনীয় হয়ে উঠেছে। ডিজিটাল ব্যবসা খাতে সফলতার জন্য তথ্যপ্রযুক্তিতে বিনিয়োগের বিকল্প নেই। বিশেষ করে বিভিন্ন ব্যবসা প্রতিষ্ঠানের জন্য আর্টিফিশিয়াল ইন্টেলিজেন্স (এআই) অত্যন্ত গুরুত্বপূর্ণ হয়ে উঠেছে। প্রতিষ্ঠান পাবলিক কিংবা প্রাইভেট খাতের হোক না কেন, এআইয়ের সহায়তায় ব্যবসা মডেল ঢেলে সাজানোর কোনো বিকল্প নেই। এআই তথ্যপ্রযুক্তি ব্যয় বৃদ্ধির অন্যতম অনুষঙ্গ হয়ে উঠেছে। যদিও বিভিন্ন ব্যবসা ও উৎপাদন-সংশ্লিষ্ট প্রতিষ্ঠানে এআই ব্যবহারের ভূমিকা নিয়ে বিতর্ক রয়েছে।

বিশ্লেষকদের মতে, এন্টারপ্রাইজ সফটওয়্যার বাজার বেড়েছে। এন্টারপ্রাইজ পর্যায়ে তথ্যপ্রযুক্তি ব্যয় এখন নির্দিষ্ট অনুষঙ্গে সীমাবদ্ধ নেই। ব্যয়সংকোচন ও উদ্ভাবন বাড়াতে ক্লাউড সেবায় আপগ্রেড এন্টারপ্রাইজ সফটওয়্যার বাজারের প্রবৃদ্ধিতে ভূমিকা রাখছে।

সূত্রঃ http://bonikbarta.net/bangla/news/2019-04-20/194252/%E0%A6%AC%E0%A7%88%E0%A6%B6%E0%A7%8D%E0%A6%AC%E0%A6%BF%E0%A6%95-%E0%A6%A4%E0%A6%A5%E0%A7%8D%E0%A6%AF%E0%A6%AA%E0%A7%8D%E0%A6%B0%E0%A6%AF%E0%A7%81%E0%A6%95%E0%A7%8D%E0%A6%A4%E0%A6%BF-%E0%A6%AC%E0%A7%8D%E0%A6%AF%E0%A7%9F-%E0%A7%A9.%E0%A7%AD%E0%A7%AF-%E0%A6%9F%E0%A7%8D%E0%A6%B0%E0%A6%BF%E0%A6%B2%E0%A6%BF%E0%A7%9F%E0%A6%A8-%E0%A6%A1%E0%A6%B2%E0%A6%BE%E0%A6%B0%E0%A7%87-%E0%A6%AA%E0%A7%8C%E0%A6%81%E0%A6%9B%E0%A6%AC%E0%A7%87/

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Committees / Self Assessment Committee (SAC)
« on: April 18, 2019, 03:00:34 PM »
Self Assessment Committees (SACs) of DIU:

http://iqac.daffodilvarsity.edu.bd/index.php/committee/sac

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UGC/NQFB / Workshop on National Qualification Framework held at UGC
« on: April 18, 2019, 02:54:25 PM »
Workshop on National Qualification Framework held at UGC

Quality Assurance Unit (QAU), University Grants Commission of Bangladesh organized a daylong workshop on National Qualification Framework, Dhaka Region at UGC auditorium on 20 September 2018. UGC Chairman Professor Abdul Mannan graced the workshop as the Chief Guest. UGC Member Professor Dr. Md. Akhtar Hossain was Special Guest. Professor Dr. Sanjoy Kumar Adhikary, Head of Quality Assurance Unit presided over the workshop. Ajit Kumar Debnath, Acting Project Director (Joint Secretary), Higher Education Quality Enhancement Project (HEQEP) delivered the address of welcome. International QA Expert and Professor of Nottingham University Malaysia Campus Rozilini Fernandez Chung facilitated the workshop.

UGC Chairman observed that National Qualification Framework is highly needed for ensuring quality education at tertiary level to compete with others in national and international arena in today’s competitive world.

Terming education as service not business, he urged the university authority to provide quality education to make the students competent for global employment market. He called upon all concerned with education, especially in higher education sector to work together for building Bangladesh as prosperous and a developed country.

It may be mentioned here that Institutional Quality Assurance Cells have been set up in sixty nine public and private universities of the country for quality assurance of higher education.

Vice-Chancellors from different public and private universities in Dhaka region, Dr. Md. Khaled, Secretary, UGC, Directors of Institutional Quality Assurance Cell of different public and private universities in Dhaka region, high officials from UGC, HEQEP and QAU were present on the occasion.

Source: http://ugc.gov.bd/site/news/1fc42c79-eabe-411f-ad43-7868e73be06f/Workshop-on-National-Qualification-Framework-held-at-UGC

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Workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU"
A workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU" was held on March 27, 2019 at Conference Room, DT-4, Daffodil International University (DIU). The programme was organized by Institutional Quality Assurance Cell (IQAC) of DIU. The event aims to provide orientation and proper guideline on Self-Assessment Process Flow for 9 (nine) SA Departments, which are as: Department of: Architecture, Civil Engineering, Multimedia & Creative Technology, Environmental Science and Disaster Management, Tourism & Hospitality Management, Public Health, Innovation & Entrepreneurship, Development Studies, Information Science and Library Management. Conveners and members of 9 SA Committee were present.



 Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, Daffodil International University has conducted the program and presented the key note, based on the theme: ‘Building Awareness on Orientation of SA Process Flow among 9 new SACs, IQAC, DIU’. At the beginning, he has introduced the incumbent Additional Director of IQAC, DIU, Dr. Md. Jashim Uddin, Associate Professor, Department of GED, DIU with the distinguished participants, attended the event. At his presentation, he has explained the importance of quality education for Higher Education Institute and depicted the necessity and importance of introducing QA system for all departments. Citing the example, he has also focused comparative analysis of national and international QA systems. While rendering his presentation, Director, IQAC showed the graphical presentation of structural framework of overall IQAC and SAC activities and the Self-Assessment Process Flow of 5 years cycle. He has talked on several vital issues of Self-Assessment and other related areas like: SA Criteria and SA Standards, Stakeholders representation, Objectives and Outcomes of SA Exercise, Strategic Approach (PDCA Approach) of IQAC, DIU, Responsibilities of SAC and IQAC. In addition to the process flow, he also shared the experiences with EPR Team. To stress on second agenda, Director, IQAC, DIU also talked on ‘Methodology to Establish a Monitoring System for Assessment of Standard of the Question Papers of All Departments of DIU’ and explained the general objectives and Terms of References (ToRs) of the committee. He has also requested Sac members to visit IQAC website where they can get all updated information regarding QA domain. Professor. Dr. Haque also shared the functions of IQAC with National Quality Framework of Bangladesh (NQFB).

After summing up of his presentation, he has invited the floor for discussion. Convenors and SA Members took participation at the discussion and they have talked on various issues on QA activities and other areas like evaluation of teacher by the student etc,
Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, DIU has also requested the SA-C of 9 SA departments, to start their survey questionnaire related tasks from 01 April, 2019 and cover their activities like arranging workshops/seminars through PR section of DIU.
Director, IQAC wrapped-up the programme by extending his thanks to all of them for attending the event, in a befitting manner.

Source: http://news.daffodilvarsity.edu.bd/1559-workshop-on-building-awareness-on-orientation-of-sa-process-flow-among-9-new-sacs-of-iqac-of-diu.html

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IQAC@Social Media / Twitter account of IQAC, DIU
« on: April 18, 2019, 02:33:04 PM »
On the verge of Fourth Industrial Revolution (IR 4.0), connecting individual and organizations through electronic communication becomes vital. Based on the notion, IQAC, DIU feels to disseminate its horizon with globally connected people through different social media tools. As part of this, we have opened a twitter account to connect with you at this platform.

Link of Twitter account of iQAC, DIU:

https://twitter.com/DaffodilIqac

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The downloadable link of 'Survey on ICT Job Market in Bangladesh 2018' is as:

https://cdc.daffodilvarsity.edu.bd/on-ict-job-market-in-bd.html

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IT Forum / Survey on ICT Job Market in Bangladesh 2018
« on: April 06, 2019, 01:00:09 PM »
The downloadable link of 'Survey on ICT Job Market in Bangladesh 2018' is as:

https://cdc.daffodilvarsity.edu.bd/on-ict-job-market-in-bd.html

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Resources / Self-Assessment Manual (Second Edition, 2016)
« on: April 06, 2019, 12:50:36 PM »
Self-Assessment Manual (Second Edition, 2016)

You may kindly visit the following link to download the Self-Assessment Manual from the below mentioned web link and also found at the attachment:

http://iqac.daffodilvarsity.edu.bd/images/pdf/Self-Assessment-Manual_2nd-ed_2016.pdf

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