Professor Betty McDonald, C.M., FHEA, Ph.D, MPhil., MEd., Postgrad. Dip. Ed., BSc.(Hons.).
Professor Betty MCDONALD is primarily responsible for Continuing Professional Development (CPD) at The University of Trinidad and Tobago (UTT). She heads The Professional Development Unit (PDU) at Teaching, Learning and Instructional Support where she has been facilitating CPD Workshops since 2006 when she was recruited from The University of The Bahamas. She services a walk-in PDU Help Desk that allows faculty one-on-one, face-to-face meetings to address ongoing issues that may arise in their day-to-day interactions with students; Course Outlines, Problem-Based Learning, Service Learning, Flipped Classroom, Blended Learning, Test Construction, Assessment, Marking and Grading, Mathematics Education, Student Evaluation of Teaching, to mention a few.
With over 50 years academic experience in all continents of the world, she has taught at all levels of the education system: early childhood, primary, secondary and tertiary. She is officially certified by The Department of Justice & Regulation Victoria, Australia Working With Children Check (Card No. 1426970A-01). At the Planning Division of The Ministry of Education in her home country, Professor McDonald worked as Research Officer on a myriad of research projects focused on national development. She was Chief Evaluator of the IZZAMIX Project, the first of its kind in reaching out to students through activating media with contemporary topics related to the school curriculum. At the then Inner London Education Authority, UK she served as Exchange Teacher collaborating with other teachers from around the globe to address the challenges facing inner city students.
She has to her record over 224 edited publications and presentations, comprising high impact international referred journal articles, local and international seminars and conferences, including over 45 academic books, technical reports and conference proceedings.
Accordingly, she has presented her research findings at national, regional and international conferences where she has served as Keynote Speaker and Session Chair. Professor McDonald continues to use her expertise to advise many doctoral students (locally and internationally) under her supervision.
In addition to being a Fulbright Fellow, Haggai Institute Fellow, Commonwealth Fellow, Canada-CARICOM Faculty Leadership and Endeavour Executive Awardee, Professor McDonald has received numerous other prestigious awards including outstanding teacher from UNESCO/TTUTA and American Psychological Association.
Her service as Assistant Registrar (Measurement and Evaluation) at The Caribbean Examinations Council (CXC) exposed her to state-of-the art examination practices augmented by her professional affiliation stints at The Examination Testing Services in Princeton, New Jersey, USA and The United Nations in Manhattan, USA. Service as Invigilator/Chief Invigilator for over 11 years at The University of The West Indies (UWI) provided additional exposure to real life situations re examination procedures.
At UTT, she authored The Postgraduate Certificate in Tertiary Education; Teaching and Learning Policy; segments of the Self Study for Accreditation and Reaccreditation document and has developed and delivered several online courses using the Canvas platform. She has collaborated with several universities for grant funding and co-authoring journal articles.
Her contribution to various UTT committees like Blackboard Implementation Committee; Post Graduate Studies and Research Committee; Appointments and Performance Evaluation Committee; Strategic Planning Committee; Academic Council; Validation Committees; etc. cannot go unmentioned. Finally, her commitment to community enhancement manifests itself in Board membership as Research and Development Officer, Geriatric home volunteer, percussionist, editor, teacher, counsellor and other leading roles where she serves with much enthusiasm.
Professor Betty MCDONALD holds a Postgraduate Diploma in Education, MEd., M.Phil. and a Ph.D. in Psychometrics/Statistics from UWI in collaboration with The University of Arkansas, USA and The University of Toronto, Canada. Her post doctoral training saw her in attendance to numerous universities around the world (Australia, Alaska, Canada, China, Belize, UK, USA, South Africa, India, Iceland, Germany) specialising in leadership and management.
As a member of the American Educational Research Association, International Association for Educational Assessment and EDUCAUSE, upon request she reviews numerous articles for possible publication. The Association of Science Educators of Trinidad and Tobago (ASETT) as well as The Mathematical Association of Trinidad and Tobago (MATT) have benefitted from Professor McDonald's expertise and experience.
https://sites.google.com/view/professorbettymcdonald/
With over 50 years academic experience in all continents of the world, she has taught at all levels of the education system: early childhood, primary, secondary and tertiary. She is officially certified by The Department of Justice & Regulation Victoria, Australia Working With Children Check (Card No. 1426970A-01). At the Planning Division of The Ministry of Education in her home country, Professor McDonald worked as Research Officer on a myriad of research projects focused on national development. She was Chief Evaluator of the IZZAMIX Project, the first of its kind in reaching out to students through activating media with contemporary topics related to the school curriculum. At the then Inner London Education Authority, UK she served as Exchange Teacher collaborating with other teachers from around the globe to address the challenges facing inner city students.
She has to her record over 224 edited publications and presentations, comprising high impact international referred journal articles, local and international seminars and conferences, including over 45 academic books, technical reports and conference proceedings.
Accordingly, she has presented her research findings at national, regional and international conferences where she has served as Keynote Speaker and Session Chair. Professor McDonald continues to use her expertise to advise many doctoral students (locally and internationally) under her supervision.
In addition to being a Fulbright Fellow, Haggai Institute Fellow, Commonwealth Fellow, Canada-CARICOM Faculty Leadership and Endeavour Executive Awardee, Professor McDonald has received numerous other prestigious awards including outstanding teacher from UNESCO/TTUTA and American Psychological Association.
Her service as Assistant Registrar (Measurement and Evaluation) at The Caribbean Examinations Council (CXC) exposed her to state-of-the art examination practices augmented by her professional affiliation stints at The Examination Testing Services in Princeton, New Jersey, USA and The United Nations in Manhattan, USA. Service as Invigilator/Chief Invigilator for over 11 years at The University of The West Indies (UWI) provided additional exposure to real life situations re examination procedures.
At UTT, she authored The Postgraduate Certificate in Tertiary Education; Teaching and Learning Policy; segments of the Self Study for Accreditation and Reaccreditation document and has developed and delivered several online courses using the Canvas platform. She has collaborated with several universities for grant funding and co-authoring journal articles.
Her contribution to various UTT committees like Blackboard Implementation Committee; Post Graduate Studies and Research Committee; Appointments and Performance Evaluation Committee; Strategic Planning Committee; Academic Council; Validation Committees; etc. cannot go unmentioned. Finally, her commitment to community enhancement manifests itself in Board membership as Research and Development Officer, Geriatric home volunteer, percussionist, editor, teacher, counsellor and other leading roles where she serves with much enthusiasm.
Professor Betty MCDONALD holds a Postgraduate Diploma in Education, MEd., M.Phil. and a Ph.D. in Psychometrics/Statistics from UWI in collaboration with The University of Arkansas, USA and The University of Toronto, Canada. Her post doctoral training saw her in attendance to numerous universities around the world (Australia, Alaska, Canada, China, Belize, UK, USA, South Africa, India, Iceland, Germany) specialising in leadership and management.
As a member of the American Educational Research Association, International Association for Educational Assessment and EDUCAUSE, upon request she reviews numerous articles for possible publication. The Association of Science Educators of Trinidad and Tobago (ASETT) as well as The Mathematical Association of Trinidad and Tobago (MATT) have benefitted from Professor McDonald's expertise and experience.
https://sites.google.com/view/professorbettymcdonald/
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Books by Professor Betty McDonald, C.M., FHEA, Ph.D, MPhil., MEd., Postgrad. Dip. Ed., BSc.(Hons.).
Through a ‘critically reflective interdisciplinary discussion’, this book seeks to underscore the significance of internationalisation in raising and maintaining education standards in general and moreso improving teaching and learning in particular. Educational, cultural, social and spatial perspectives are discussed at length. Needless to say, education is often seen as a significant contributor to economic development and future sustainability in a competitive age of ever decreasing resources, marked by climatic and geopolitical changes worldwide. Administrators, managers, practitioners and students in HE would find invaluable tips (especially in Chapter Three) to help make their international experiences more rewarding and fulfilling.
Quotations from well known persons in the public domain purposefully scattered throughout this book serve to anchor the reader in preparation for the contents of the corresponding sections. Experience has shown that such quotations effectively serve as an essential form of genuine motivation and accordingly may be successfully echoed to learners when appropriate.
Interspaced in the text are numerous shareware graphics operating under The Creative Commons license that not only break the possible monotony usually experienced by many readers, but serve to engage and stimulate thought and in many known instances bring comic relief. These exhibits serve to capture and undoubtedly hold the attention of readers and help them to focus on the contents of the various sections at hand. The apparent preponderance of exhibits at first sight serve to reinforce ideas so that readers are better able to internalise those ideas and concepts discussed. At a cursory glance, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a novel, innovative and unusual presentation, with a variation of conventional format, that is meant to have the reader truly appreciate the well known saying, ‘a picture is worth a thousand words’!
Our very simple three step plan for preparing to take your courses fully online involves identifying (1) Learning Outcomes (2) Learning Resources and (3) Learning Activities. Each step is clearly detailed in a specified section in Chapter 3. Intentionally, the animations have been placed on the Canvas page following the summary page for each section of the course to create suspense, arouse interest and stimulate thought in preparation for personal construction of meaning of content provided.
We have chosen to adopt the format that for each section of this book we’ll begin with a carefully selected relevant quotation (often a one liner) from the public domain. Being both effective and affective in nature, each quotation is purposely meant to be inspirational; provide food for thought; better facilitate internalising the ideas presented in that particular section of the book; and catalyse change in behaviour.
Additionally, for convenience, throughout the book, the masqueline gender is used for both males and females.
The text is intentionally interspaced with relevant shareware graphics referred to as Figures from the public domain, operating under the Creative Commons Copyright licenses. These Figures are meant to serve as stimulants for innovation, engagement and personal pleasure. The idea behind this book is to have you take your course fully online as quickly as possible.
Why is experience so important? Repeatedly, we hear sayings like, ‘No pain, no gain’; ‘You’ll know it when you feel it’; ‘You have to experience it to know about it’; ‘Experience teaches!’; ‘Experience is the best teacher!’… These and many more commonly heard sayings appear to underscore the importance of experiential learning. Undergirding these foregoing sayings lies the common theme, learning is most effective through experience.
This book will provide you with the tools you need to make better use of experiences to improve teaching and learning. The book is sectioned into several parts to facilitate easy understanding. Each section begins with a carefully selected relevant quotation (often a one liner) from the public domain. Each quotation is both effective and affective in nature and purposely meant to be inspirational; provide food for thought; better facilitate internalising the ideas presented in that particular section of the book; and catalyse change in your behaviour.
Operating under the Creative Commons Copyright license, the text is intentionally interspaced with relevant shareware graphics (exhibits) from the public domain. Such exhibits are selected to serve as stimulants for innovation, engagement and personal pleasure.
This book comes at a time when connectivity has exponentially improved worldwide so that more and more individuals have real time information at their fingertips. The fundamental shift in information accessibility from tedious searching through books and manuscripts to on demand click of a mouse has had phenomenal impacts of the way we do business. Whereas previously, self-regulation may not have been a priority for many persons, increasingly it has now assumed preeminence with the proliferation of laptop computers, tablets, smart phones and numerous other handheld devices that allow easy access to the Internet. In fact, researchers continue to develop software for helping students self-regulate as well as getting the most out of their studies.
Needless to say, self-regulated learning (SRL) is mandatory not only for employability but also for lifelong learning since it enables learners to construct knowledge (constructivism) by identifying their own learning goals; self-managing their learning processes; and self-evaluating their performance against goals. Additionally, SRL is very important when oftentimes it is observed that several individuals who have noticeably lower cognitive abilities are able to better self-regulate and consequently achieve more than they should be able to according to their cognitive ranking. Improving teaching and learning through self-regulation therefore has far reaching implications for the kind of individuals we send out to society and the nature of the contributions they make.
Quotations from well known persons in the public domain serve to anchor the reader in preparation for the contents of the corresponding section. Such quotations have been found to serve as an effective form of motivation and accordingly may be successfully echoed to students when appropriate.
The shareware graphics interspaced in the text not only break the possible monotony usually experienced by many readers, especially in today’s online age, but serve to engage and stimulate thought and in many instances bring comic relief. These exhibits help to capture the attention of readers and help them to focus on the contents of the various sections at hand. Reinforcing ideas is another powerful function served by the apparent preponderance of exhibits. Hence, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a unique and unusual presentation, with a variation of format, that is meant to have the reader truly appreciate the common saying, ‘a picture is worth a thousand words’!
The simple three step plan involves identifying your relevant (1) Learning Outcomes (2) Learning Resources and (3) Learning Activities. Each step is clearly detailed in Chapter 3. Intentionally, the animation on each Canvas page following a summary page for each section of the course creates suspense, arouses interest and stimulates thought in preparation for your personal construction of content meaning.
Each section of this book begins with a carefully selected relevant quotation (often a one liner) from the public domain. Operating under the Creative Commons Copyright License, shareware graphics (exhibits) serve as stimulants for innovation, engagement and personal pleasure.
For additional details on the Professional Development Workshops conducted by Professor Betty McDonald, please refer to the following links:
https://u.tt/documents/files/professional_development_workshops_details.pdf
https://u.tt/index.php?wk=13&page_key=438
Through a ‘critically reflective interdisciplinary discussion’, this book seeks to underscore the significance of internationalisation in raising and maintaining education standards in general and moreso improving teaching and learning in particular. Educational, cultural, social and spatial perspectives are discussed at length. Needless to say, education is often seen as a significant contributor to economic development and future sustainability in a competitive age of ever decreasing resources, marked by climatic and geopolitical changes worldwide. Administrators, managers, practitioners and students in HE would find invaluable tips (especially in Chapter Three) to help make their international experiences more rewarding and fulfilling.
Quotations from well known persons in the public domain purposefully scattered throughout this book serve to anchor the reader in preparation for the contents of the corresponding sections. Experience has shown that such quotations effectively serve as an essential form of genuine motivation and accordingly may be successfully echoed to learners when appropriate.
Interspaced in the text are numerous shareware graphics operating under The Creative Commons license that not only break the possible monotony usually experienced by many readers, but serve to engage and stimulate thought and in many known instances bring comic relief. These exhibits serve to capture and undoubtedly hold the attention of readers and help them to focus on the contents of the various sections at hand. The apparent preponderance of exhibits at first sight serve to reinforce ideas so that readers are better able to internalise those ideas and concepts discussed. At a cursory glance, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a novel, innovative and unusual presentation, with a variation of conventional format, that is meant to have the reader truly appreciate the well known saying, ‘a picture is worth a thousand words’!
Our very simple three step plan for preparing to take your courses fully online involves identifying (1) Learning Outcomes (2) Learning Resources and (3) Learning Activities. Each step is clearly detailed in a specified section in Chapter 3. Intentionally, the animations have been placed on the Canvas page following the summary page for each section of the course to create suspense, arouse interest and stimulate thought in preparation for personal construction of meaning of content provided.
We have chosen to adopt the format that for each section of this book we’ll begin with a carefully selected relevant quotation (often a one liner) from the public domain. Being both effective and affective in nature, each quotation is purposely meant to be inspirational; provide food for thought; better facilitate internalising the ideas presented in that particular section of the book; and catalyse change in behaviour.
Additionally, for convenience, throughout the book, the masqueline gender is used for both males and females.
The text is intentionally interspaced with relevant shareware graphics referred to as Figures from the public domain, operating under the Creative Commons Copyright licenses. These Figures are meant to serve as stimulants for innovation, engagement and personal pleasure. The idea behind this book is to have you take your course fully online as quickly as possible.
Why is experience so important? Repeatedly, we hear sayings like, ‘No pain, no gain’; ‘You’ll know it when you feel it’; ‘You have to experience it to know about it’; ‘Experience teaches!’; ‘Experience is the best teacher!’… These and many more commonly heard sayings appear to underscore the importance of experiential learning. Undergirding these foregoing sayings lies the common theme, learning is most effective through experience.
This book will provide you with the tools you need to make better use of experiences to improve teaching and learning. The book is sectioned into several parts to facilitate easy understanding. Each section begins with a carefully selected relevant quotation (often a one liner) from the public domain. Each quotation is both effective and affective in nature and purposely meant to be inspirational; provide food for thought; better facilitate internalising the ideas presented in that particular section of the book; and catalyse change in your behaviour.
Operating under the Creative Commons Copyright license, the text is intentionally interspaced with relevant shareware graphics (exhibits) from the public domain. Such exhibits are selected to serve as stimulants for innovation, engagement and personal pleasure.
This book comes at a time when connectivity has exponentially improved worldwide so that more and more individuals have real time information at their fingertips. The fundamental shift in information accessibility from tedious searching through books and manuscripts to on demand click of a mouse has had phenomenal impacts of the way we do business. Whereas previously, self-regulation may not have been a priority for many persons, increasingly it has now assumed preeminence with the proliferation of laptop computers, tablets, smart phones and numerous other handheld devices that allow easy access to the Internet. In fact, researchers continue to develop software for helping students self-regulate as well as getting the most out of their studies.
Needless to say, self-regulated learning (SRL) is mandatory not only for employability but also for lifelong learning since it enables learners to construct knowledge (constructivism) by identifying their own learning goals; self-managing their learning processes; and self-evaluating their performance against goals. Additionally, SRL is very important when oftentimes it is observed that several individuals who have noticeably lower cognitive abilities are able to better self-regulate and consequently achieve more than they should be able to according to their cognitive ranking. Improving teaching and learning through self-regulation therefore has far reaching implications for the kind of individuals we send out to society and the nature of the contributions they make.
Quotations from well known persons in the public domain serve to anchor the reader in preparation for the contents of the corresponding section. Such quotations have been found to serve as an effective form of motivation and accordingly may be successfully echoed to students when appropriate.
The shareware graphics interspaced in the text not only break the possible monotony usually experienced by many readers, especially in today’s online age, but serve to engage and stimulate thought and in many instances bring comic relief. These exhibits help to capture the attention of readers and help them to focus on the contents of the various sections at hand. Reinforcing ideas is another powerful function served by the apparent preponderance of exhibits. Hence, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a unique and unusual presentation, with a variation of format, that is meant to have the reader truly appreciate the common saying, ‘a picture is worth a thousand words’!
The simple three step plan involves identifying your relevant (1) Learning Outcomes (2) Learning Resources and (3) Learning Activities. Each step is clearly detailed in Chapter 3. Intentionally, the animation on each Canvas page following a summary page for each section of the course creates suspense, arouses interest and stimulates thought in preparation for your personal construction of content meaning.
Each section of this book begins with a carefully selected relevant quotation (often a one liner) from the public domain. Operating under the Creative Commons Copyright License, shareware graphics (exhibits) serve as stimulants for innovation, engagement and personal pleasure.
For additional details on the Professional Development Workshops conducted by Professor Betty McDonald, please refer to the following links:
https://u.tt/documents/files/professional_development_workshops_details.pdf
https://u.tt/index.php?wk=13&page_key=438
Among several other ideas, the paper notes Dale’s Cone of Experience which shows percentages of what people generally remember compared to learning outcomes in a number of areas using the well-known Bloom’s Taxonomy. It considers retention effects on different learning styles/learning preferences/multiple intelligences resulting from varied learning experiences like Demonstration; Discussion Groups; Teaching Others; etc
The paper suggests that our future education in the New Society might incorporate, among others:
1. Innovation
2. Interconnectivity
3. Internationalisation.
Details of how each of the foregoing Is may be envisaged in the New Society are fully explored.
With close to 50 years academic experience in all continents of the world, she has taught at all levels of the education system: early childhood, primary, secondary and tertiary. She is officially certified by The Department of Justice & Regulation Victoria, Australia Working With Children Check (Card No. 1426970A-01). At the Planning Division of The Ministry of Education in her home country, Professor McDonald worked as Research Officer on a myriad of research projects focused on national development. She was Chief Evaluator of the IZZAMIX Project, the first of its kind in reaching out to students through activating media with contemporary topics related to the school curriculum. At the then Inner London Education Authority, UK she served as Exchange Teacher collaborating with other teachers from around the globe to address the challenges facing inner city students.
She has to her record over 100 edited publications, including over 45 academic books and more than 70 articles in international high impact refereed journals. Accordingly, she has presented her research findings at national, regional and international conferences where she has served as Keynote Speaker and Session Chair. Professor McDonald continues to use her expertise to advise many doctoral students (locally and internationally) under her supervision.
In addition to being a Fulbright Fellow, Haggai Institute Fellow, Commonwealth Fellow, Canada-CARICOM Faculty Leadership and Endeavour Executive Awardee, Professor McDonald has received numerous other prestigious awards including outstanding teacher from UNESCO/TTUTA and American Psychological Association.
Her service as Assistant Registrar (Measurement and Evaluation) at The Caribbean Examinations Council (CXC) exposed her to state-of-the art examination practices augmented by her professional affiliation stints at The Examination Testing Services in Princeton, New Jersey, USA and The United Nations in Manhattan, USA. Service as Invigilator/Chief Invigilator for over 11 years at The University of The West Indies (UWI) provided additional exposure to real life situations re examination procedures.
At UTT, she authored The Postgraduate Certificate in Tertiary Education; Teaching and Learning Policy; segments of the Self Study for Accreditation and Reaccreditation document and has developed and delivered several online courses using the Canvas platform. She has collaborated with several universities for grant funding and co-authoring journal articles.
Her contribution to various UTT committees like Blackboard Implementation Committee; Post Graduate Studies and Research Committee; Appointments and Performance Evaluation Committee; Strategic Planning Committee; Academic Council; Validation Committees; etc. cannot go unmentioned. Finally, her commitment to community enhancement manifests itself in Board membership as Research and Development Officer, Geriatric home volunteer, percussionist, editor, teacher, counsellor and other leading roles where she serves with much enthusiasm.
Professor Betty MCDONALD holds a Postgraduate Diploma in Education, MEd., M.Phil. and a Ph.D. in Psychometrics/Statistics from UWI in collaboration with The University of Arkansas, USA and The University of Toronto, Canada. Her post doctoral training saw her in attendance to numerous universities around the world (Australia, Alaska, Canada, China, Belize, UK, USA, South Africa, India, Iceland, Germany) specialising in leadership and management.
As a member of the American Educational Research Association, International Association for Educational Assessment and EDUCAUSE, upon request she reviews numerous articles for possible publication.
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