This document outlines the roles and responsibilities of various professional roles at a university, including lecturers, year leaders, and principal lecturers. Lecturers are responsible for teaching classes, preparing course materials, assessing student work, and maintaining student records. Year leaders compile student attendance and performance reports and provide academic counseling. Principal lecturers ensure curriculum and learning objectives are being met within academic streams and specializations. All roles work together to support students and achieve the university's objectives.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
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This slide set presents a model of the teaching/learning role - the main purposes of the role, core capabilities, key tasks, extended capabilities and underpinning foundational capabilities..
Staff development is the process directed towards the personal and professional growth of nurses and other personnel while they are employed by a health care agency.
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Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
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MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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10. Research by Psychology Today points out that less formal dress leads to less formal discussion and more innovative and explorative communication; a better bond and trust between participants.
11. A leader... Speaks in a way which is appropriate to each different audience without being patronising or putting people down. They know when it is appropriate to have a laugh over a coffee and when to behave formally.
25. Leaders have followers Leaders do not have subordinates - when they want to lead, they have to give up formal authoritarian control, because to lead is to have followers, and following is always a voluntary activity: Charismatic, transformational style People focus Seek risk Managing is about how things need to be done, leadership is about what things need to be done and why these things should be carried out. Management is about systems, controls, procedures, policies and structures whereas leadership is about, trust, vision and hum capital, people.
26.
27. What is our vision for Limkokwing in the future?
31. Lecturers in each Faculty report directly to the FMG but also report to Principal Lecturers when it involves curriculum issues and Year Leaders when it involves student matters relating to academic performance and attendance.
32. AIM The aim of all lecturers is to provide quality provision in the classroom and to ensure all students are given the opportunity to succeed and pass their studies.
33. Roles and responsibilities Conduct tutorials, practical demonstrations, lectures, workshops and clinic sessions in order to deliver the program set within the curriculum. What’s the difference between these forums? In which cases do they best apply?
34. Prepare module outline and timetable for each semester that is given to each student at the start of the semester. How would you go about this preparation? Have a look at the example outline what could be changed?
35. Prepare project briefs that have clear objectives, assessment criteria, deadlines and schedules and expected outcomes. Ensure Principal Lecturers are aware of your projects. You should have examples of projects and assignments – anything that is used to replace/update them should benchmark to the example.
36.
37.
38.
39. All students are different – they have differing home conditions, sometimes differing social and economic conditions, they may have different learning styles, literacy proficiencies, motivational drive and so on.
44. To recommend necessary resources at the end of each semester that are required for the next semester intake. Once you have hold of the module file you can recommend extra resources, technology and material if necessary.
45. Support the Program Leader, Principal lecturer and Year leader in all activities organized by the University
47. The Year Leaders provide support to the FMG for the purpose of student monitoring of attendance and performance.
48. While it is every lecturers job to maintain records of attendance and performance, it is the Year Leaders role to compile a summary of student attendance and performance to the Program leaders on a weekly basis who will then report to the Registry and Students Services departments.
49. Year Leaders are responsible for administering attendance and performance records of all students within their year. It is therefore their responsibility to ensure that each lecturer teaching within their year maintains accurate records. Year Leaders should meet with their respective staff every three weeks.
50.
51. To maintain a confidential database of student contact numbers and e-mails.
59. Principal Lecturers sustain and assure the objectives of each syllabus are met within the specific subject stream, across the various years.
60. syllabus A syllabus (from Latin syllabus "list" probably of Greek origin), is an outline and summary of topics to be covered in an education or training course. The module outline contains this information.
61. subject stream When students apply to the programme, they will choose one subject stream which leads them into the following degree options: Design Business IT Media and Communications
62. PrL’s are responsible to monitor the elements of each syllabus are inline with the needs of the industry and the overall objectives of the program. Industry linkage committee
63. To ensure all unit module outlines are standard, accurate and compatible ensuring students progress from one level to another smoothly.
65. To ensure assessment and evaluation of work is clear and suitable to the learning objective.
66. To actively manage, administer and file (in hard and/or soft copy) all module outlines, lesson plans, lecturer notes and handouts.
67. To monitor the lecturers teaching within their stream are conducting classes according to the module outline.
68. To coordinate and plan before each semester the projects and assignments given to ensure there is no overlapping between streams and provide opportunities for integration among streams.
69. To coordinate projects talking into consideration annual competitions (local and international), Faculty and University College objectives (e.g. forthcoming events and exhibitions).
70. To plan at least two exhibitions per year for each stream highlighting the best possible work.
71. To continually upgrade and improve module outlines, teachers and project outcomes inline with the overall needs of industry and the objectives of the University College.
72. To liaise with industry experts and ensure that curriculum is up-to-date and current with the relevant needs of the industry.
73. To ensure modules have appropriate industry input via guest lectures, site visits etc.
74. Ensure progressive learning objectives are clear and achievable within specific streams of a program (e.g. photography, 1, 2, 3)
75. To provide the Program Leader with an evaluation of staff performance within your stream when necessary.
76. To hold regular meetings with staff within your stream to ensure projects and learning objectives are being met.
77. To plan a schedule of major presentations / assessments dates.
79. Support the President, Senior Management Team, Head of School, Program Leader, Year Leaders and Lecturers in all activities organized by the University