The document outlines a training module for research supervisors called RED (Research Education and Development). It includes 4 sections: 1) constructing supervision, 2) case studies, 3) tools and resources, and 4) building your redagogy (research pedagogy). Section 1 discusses metaphors for supervision, attributes of good supervisors, and supervision models. Section 2 involves case studies. Section 3 provides links to workshops, assignments, and additional resources. Section 4 links to sites about pedagogy and supervision across disciplines. The training aims to help supervisors develop their research pedagogy.
“Using Simulations to Train Future Project Leaders at NASA” By Lawrence Suda-...SeriousGamesAssoc
Lawrence Suda speaks about “Using Simulations to Train Future Project Leaders at NASA” at Serious Play Conference 2012
ABSTRACT:
The essential message of this presentation is about training future project managers at NASA and about project team behavior: how the simulation technology behaves, how people behave and how the simulation and people behave, and sometimes misbehave, together.
Ultimately the real test of the people on the project is not so much what they know; it’s what they do with their knowledge. Making a decision is not the same as implementing it. Knowledge, insight and project wisdom are needed to fully execute a successful project.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
Digital content leadingpractice_workshopmay2012Colleen Hodgins
This two-day workshop focused on developing digital content capabilities. The agenda included discussions on 21st century learning design, e-assessment case studies, using Adobe products, developing e-books, and virtual team presentations. Participants reflected on their learning journey, challenges, and next steps. They were encouraged to connect with sponsors monthly and continue the conversation through blogging. The workshop aimed to inspire dreams of learning, doing, and becoming more.
Digital Content - Leading Practice_workshop2May2012Colleen Hodgins
This two-day workshop focused on developing digital content capabilities. The agenda included discussions on 21st century learning design, e-assessment case studies, using Adobe products, developing e-books, and virtual team presentations. Participants reflected on their learning journey, challenges, and next steps. They were encouraged to connect with sponsors monthly and continue sharing progress through blogging or forums to help refine their work before the final residential in September.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
“Using Simulations to Train Future Project Leaders at NASA” By Lawrence Suda-...SeriousGamesAssoc
Lawrence Suda speaks about “Using Simulations to Train Future Project Leaders at NASA” at Serious Play Conference 2012
ABSTRACT:
The essential message of this presentation is about training future project managers at NASA and about project team behavior: how the simulation technology behaves, how people behave and how the simulation and people behave, and sometimes misbehave, together.
Ultimately the real test of the people on the project is not so much what they know; it’s what they do with their knowledge. Making a decision is not the same as implementing it. Knowledge, insight and project wisdom are needed to fully execute a successful project.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
Digital content leadingpractice_workshopmay2012Colleen Hodgins
This two-day workshop focused on developing digital content capabilities. The agenda included discussions on 21st century learning design, e-assessment case studies, using Adobe products, developing e-books, and virtual team presentations. Participants reflected on their learning journey, challenges, and next steps. They were encouraged to connect with sponsors monthly and continue the conversation through blogging. The workshop aimed to inspire dreams of learning, doing, and becoming more.
Digital Content - Leading Practice_workshop2May2012Colleen Hodgins
This two-day workshop focused on developing digital content capabilities. The agenda included discussions on 21st century learning design, e-assessment case studies, using Adobe products, developing e-books, and virtual team presentations. Participants reflected on their learning journey, challenges, and next steps. They were encouraged to connect with sponsors monthly and continue sharing progress through blogging or forums to help refine their work before the final residential in September.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
The following videos were linked from the original presentation:
1) Scenario - http://www.vimeo.com/4903991
2) Touchscreen UI Concept: http://vimeo.com/4910002
3) No Touchscreen UI Concept: http://www.vimeo.com/4910043
Environment Agency The Right Skills In The Right Roles SFIASFIA User Forum
The document discusses the Environment Agency's "MBF - More better faster" change programme to provide better service, manage their workforce better, and develop staff. It outlines developing job profiles with core competencies, using assessments to evaluate candidates and staff capabilities, and lessons learned around assessment consistency and internal processes. The outcomes have included improved workforce development, performance, and staff driving their own growth. The next steps are to embed these changes and continue building on them.
Developing design thinking practice in complex organisationsZaana Jaclyn
Seminar given at Boras University, 22 November 2012 and Linkoping University, 29 November 2012. This seminar content is based on my phd research & preliminary findings.
(Note: special thanks to Kate Davis for allowing me to adapt her slide template).
This document summarizes Dr. Alejandro Armellini's presentation on designing courses for openness. It discusses how the Carpe Diem learning design process has evolved over 3 years to focus on open educational practices and using open resources. Carpe Diem helps educators redesign courses in 2 days to make better use of learning technologies, open resources, and design for participation. The process provides deliverables like course blueprints, storyboards, and action plans. Quality is ensured through a framework that evaluates content, openness, reuse, evidence, and more.
See also a synopsis of the discussion here; http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv (links to an attachment lower down on the page).
The document discusses new pedagogical models that are emerging in a Web 2.0 world. It proposes the concept of "Pedagogy 2.0" which leverages the affordances of new technologies and social aspects of learning. Specifically, it advocates for an "Open Design" approach where learning activities are designed to be open, shared, and collaborative. It also describes tools like CompendiumLD that can be used to represent and share open learning designs.
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
Rod Lewis is recommended for his excellent teamwork abilities and balancing creative and pragmatic skills. As an HR consultant, he helped Purdue University and Kimberly Clark develop an undergraduate case competition. He contributed ideas, clearly communicated goals, and efficiently managed the collaboration between academic and corporate resources. Throughout the project, Rod demonstrated an ability to excel in developing new ideas as well as diligently executing the final product to ensure success.
This document discusses how BP manages people development in its IT function. It outlines some key questions around career opportunities, development planning, and benchmarking capabilities. It then describes BP's holistic approach to development, which includes access to learning, basic employee data, career development resources, and looking beyond traditional academic connections. Development strategies include awareness, adoption, and affiliation approaches like defining career frameworks, assessing roles, and building targeted learning through education and experience opportunities. While the basics are in place, behavioral change remains a key unrealized goal.
Schemas as cognitive and communication tool for Human-Computer Interaction De...Omar Sosa-Tzec
Presentation of a proposal for a NSF GRFP. Research on schemas - schematic visualization as a communication tool and distributed cognition component among design practitioners or researchers. Course: Introduction to Informatics INFO 501. Prof. Johan Bollen. PhD in Informatics. School of Informatics and Computing. Indiana University Bloomington.
The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
Assuming complexity: school as an ecosystem and its implications for the deve...Fernando Trujillo Sáez
This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.
This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.
The man saw a boy on the beach throwing starfish that had been washed ashore back into the ocean to save them from dying. When the man pointed out that the boy couldn't possibly save all the starfish on the miles of beach, the boy replied that he had made a difference for the one he just saved. Inspired by the boy's words and actions, the man then joined the boy in helping throw starfish back into the sea for the rest of the day.
Theoretical framework of network-Based language teachingBest UPC code
The document discusses the history and key aspects of social networking sites and Web 2.0. It notes that social networks like MySpace, Facebook, and Orkut allow users to interact and share content rather than just consume content. These sites are considered Web 2.0 as they rely on users to generate content through communication and sharing rather than websites providing set content. The success of Web 2.0 companies depends on tapping into users' desire to interact with each other and create new content.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The document discusses modern design and technology (D&T) education based on Ofsted recommendations. It recommends that secondary schools: [1] ensure teachers have high-quality subject training to teach modern materials, electronics, CAD/CAM, and stay up-to-date; [2] provide a balanced D&T curriculum building on primary skills and including challenging modern aspects; and [3] ensure resources reflect 21st century technology and represent good value. It also discusses different approaches to D&T such as designing with or without making, exploring technology/society, and developing the ability to make design decisions.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
The following videos were linked from the original presentation:
1) Scenario - http://www.vimeo.com/4903991
2) Touchscreen UI Concept: http://vimeo.com/4910002
3) No Touchscreen UI Concept: http://www.vimeo.com/4910043
Environment Agency The Right Skills In The Right Roles SFIASFIA User Forum
The document discusses the Environment Agency's "MBF - More better faster" change programme to provide better service, manage their workforce better, and develop staff. It outlines developing job profiles with core competencies, using assessments to evaluate candidates and staff capabilities, and lessons learned around assessment consistency and internal processes. The outcomes have included improved workforce development, performance, and staff driving their own growth. The next steps are to embed these changes and continue building on them.
Developing design thinking practice in complex organisationsZaana Jaclyn
Seminar given at Boras University, 22 November 2012 and Linkoping University, 29 November 2012. This seminar content is based on my phd research & preliminary findings.
(Note: special thanks to Kate Davis for allowing me to adapt her slide template).
This document summarizes Dr. Alejandro Armellini's presentation on designing courses for openness. It discusses how the Carpe Diem learning design process has evolved over 3 years to focus on open educational practices and using open resources. Carpe Diem helps educators redesign courses in 2 days to make better use of learning technologies, open resources, and design for participation. The process provides deliverables like course blueprints, storyboards, and action plans. Quality is ensured through a framework that evaluates content, openness, reuse, evidence, and more.
See also a synopsis of the discussion here; http://www.rin.ac.uk/our-work/researcher-development-and-skills/information-handling-training-researchers/research-superv (links to an attachment lower down on the page).
The document discusses new pedagogical models that are emerging in a Web 2.0 world. It proposes the concept of "Pedagogy 2.0" which leverages the affordances of new technologies and social aspects of learning. Specifically, it advocates for an "Open Design" approach where learning activities are designed to be open, shared, and collaborative. It also describes tools like CompendiumLD that can be used to represent and share open learning designs.
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
Rod Lewis is recommended for his excellent teamwork abilities and balancing creative and pragmatic skills. As an HR consultant, he helped Purdue University and Kimberly Clark develop an undergraduate case competition. He contributed ideas, clearly communicated goals, and efficiently managed the collaboration between academic and corporate resources. Throughout the project, Rod demonstrated an ability to excel in developing new ideas as well as diligently executing the final product to ensure success.
This document discusses how BP manages people development in its IT function. It outlines some key questions around career opportunities, development planning, and benchmarking capabilities. It then describes BP's holistic approach to development, which includes access to learning, basic employee data, career development resources, and looking beyond traditional academic connections. Development strategies include awareness, adoption, and affiliation approaches like defining career frameworks, assessing roles, and building targeted learning through education and experience opportunities. While the basics are in place, behavioral change remains a key unrealized goal.
Schemas as cognitive and communication tool for Human-Computer Interaction De...Omar Sosa-Tzec
Presentation of a proposal for a NSF GRFP. Research on schemas - schematic visualization as a communication tool and distributed cognition component among design practitioners or researchers. Course: Introduction to Informatics INFO 501. Prof. Johan Bollen. PhD in Informatics. School of Informatics and Computing. Indiana University Bloomington.
The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
Assuming complexity: school as an ecosystem and its implications for the deve...Fernando Trujillo Sáez
This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.
This document discusses the identification and recognition of desired competences in digital open badge-driven learning. It presents a project called WORKPEDA that aims to develop work-integrated pedagogy in higher education by bringing the working life perspective more strongly into education. The project seeks to identify what competences students and working life expect from education to help develop curriculum. Digital open badges can help visualize the gap between existing and desired competences and guide learners' development. The document discusses using a badge-constellation to describe different professions, competencies, and learning paths. It provides examples of how badges include identifiers, assessments of competencies, and evidence to describe skills in a trustworthy, updatable way.
The man saw a boy on the beach throwing starfish that had been washed ashore back into the ocean to save them from dying. When the man pointed out that the boy couldn't possibly save all the starfish on the miles of beach, the boy replied that he had made a difference for the one he just saved. Inspired by the boy's words and actions, the man then joined the boy in helping throw starfish back into the sea for the rest of the day.
Theoretical framework of network-Based language teachingBest UPC code
The document discusses the history and key aspects of social networking sites and Web 2.0. It notes that social networks like MySpace, Facebook, and Orkut allow users to interact and share content rather than just consume content. These sites are considered Web 2.0 as they rely on users to generate content through communication and sharing rather than websites providing set content. The success of Web 2.0 companies depends on tapping into users' desire to interact with each other and create new content.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The document discusses modern design and technology (D&T) education based on Ofsted recommendations. It recommends that secondary schools: [1] ensure teachers have high-quality subject training to teach modern materials, electronics, CAD/CAM, and stay up-to-date; [2] provide a balanced D&T curriculum building on primary skills and including challenging modern aspects; and [3] ensure resources reflect 21st century technology and represent good value. It also discusses different approaches to D&T such as designing with or without making, exploring technology/society, and developing the ability to make design decisions.
The document discusses different theoretical frameworks for computer-assisted language learning (CALL) including structural, cognitive, and sociocognitive frameworks. It compares these frameworks in terms of their views on how language is understood and developed, the history of computer development, and the role of computers. It also discusses metaphors that have been used to describe CALL such as the computer-as-tutor, computer-as-pupil, and computer-as-tool metaphors. The document then provides examples to illustrate the differences between Web 1.0 and Web 2.0 technologies and applications. Finally, it presents sample questions that could be used in surveys for teachers and students about their experiences
This document discusses programmatic approaches to integrating e-portfolios across university programs. It describes a process for identifying pilot programs, mapping program and course structures to find opportunities for e-portfolio use, developing support materials, and implementing e-portfolios. Examples are provided of how e-portfolios have been integrated into specific courses in programs like property management and occupational therapy. Lessons learned emphasize selecting programs carefully, managing expectations of time and resources needed, and gaining support from academic leaders.
4. the
full
module:
workshops
HDR
Supervisor
Induc+on
Feb
25,
Aug
18,
Online
soon!
Working
from
the
same
page
April
8,
June
16,
Nov
8
Research
communica+on
in
the
mul+cultural
academy
April
9,
June
17,
Nov
9
Helping
research
students
with
their
wri+ng
April
10,
June
18,
Nov
10
R E D http://www.adelaide.edu.au/graduatecentre/rep/staff/esp/timetable/
5.
the
full
module:
assignments
Reflec+ve
Supervisory
Journal
• diary
of
your
engagement
with
ideas,
challenges
• any
format,
1500
words
or
equivalent
• start
now,
due
23rd
July,
2010
Review
of
Tool,
Resource
etc
• or
develop
one
yourself
• any
format,
750
words
or
equivalent
• due
18th
June,
2010
Research
Project
• explore
issue
in
your
own
discipline
• 20
minute
seminar
presentaAon
• to
be
completed
by
end
2010
R E D http://www.adelaide.edu.au/graduatecentre/rep/staff/programtasks.html
21. 1.
construc+ng
supervision
What
a3ributes
does
a
supervisor
need?
R E D
22. supervision
models
research
exper-se
R E D
23. supervision
models
research
exper-se
being
a
good
communicator
R E D
24. supervision
models
research
exper-se
being
a
good
knowing
the
communicator
processes
R E D
25. supervision
models
research
keeping
the
exper-se
project
on
track
being
a
good
knowing
the
communicator
processes
R E D
26. supervision
models
research
exper-se
being
a
good
providing
communicator
resources
keeping
the
knowing
the
project
on
processes
track
R E D
27. supervision
models
research
traveller,
exper-se
guide,
mentor
…
being
a
good
providing
communicator
resources
knowing
the
keeping
the
processes
project
on
track
R E D
28. supervision
models
research
traveller,
…
master,
guru,
exper-se
guide,
mentor
…
god
being
a
good
providing
communicator
resources
knowing
the
keeping
the
processes
project
on
track
R E D
29. supervision
models
research
traveller,
…
master,
guru,
exper-se
guide,
mentor
…
god
preparing
being
a
good
providing
student
for
communicator
resources
career
knowing
the
keeping
the
processes
project
on
track
R E D
30. supervision
models
research
traveller,
…
master,
guru,
exper-se
guide,
mentor
…
god
preparing
being
a
good
providing
student
for
communicator
resources
career
nurturing
knowing
the
keeping
the
growth,
processes
project
on
track
transforma-on
R E D