During this unit, you will plan your work-based action research project. You should review the assessment criteria and scope your project to keep it focused and manageable. Use project planning tools to help with the initiation and planning phases. Consider S.M.A.R.T. or C.L.E.A.R. goal-setting methods and break larger goals into smaller, attainable ones. Be sure to cite sources and continue reviewing the literature to support your ideas.
- Action research has long been used in education and organizations to improve teaching and leadership, but some criticize it as not being a valid research method due to possible researcher bias skewing results.
- Two articles explain how action research allows teachers and leaders to identify and solve their own problems, but one acknowledges criticisms that action research results may not be reliable or valid.
- Educators are asked to discuss in a post how action research could benefit their own setting or organization, considering both benefits and criticisms of using it as a research methodology.
This document contains class notes for an innovation development course. It discusses the six main stages of the innovation development process and provides examples of diffusion networks and change agent strategies. It also poses discussion questions about getting others to adopt innovations from out-groups and the role of social learning theory in diffusion networks.
Ash edu 675 week 5 dq 2 data analysis and early feedback newSuresh touchIndia
This document provides guidance for an assignment requiring students to analyze data collected from implementing an intervention as part of an action research project. Students are asked to post their data analysis in two parts: 1) a description of data collection strategies and results, which can include visual depictions; and 2) conclusions about which strategies were successful or not and how the strategies relate to the research questions. Students are then asked to provide feedback on two peers' analyses by asking clarifying questions and commenting on themes and trends to help peers further develop their final analysis and action plan.
This document provides an overview of the topics that will be covered in a course on learning theory for PhD students. It introduces the instructor and expectations for the course. Key topics that will be discussed include an introduction to different learning theories, how theories are developed and tested, and how learning theories can inform instructional design. Students will complete assignments applying various learning theories and develop their own personal theory of learning.
1. The document discusses the use of personal response systems, also known as clickers, in teaching numeracy skills in a prison environment where internet access is limited.
2. Originally, the clickers were used more for summative assessments and competition rather than formative learning, but the author aimed to use them interactively based on research showing it improves learning outcomes.
3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
During this unit, you will plan your work-based action research project. You should review the assessment criteria and scope your project to keep it focused and manageable. Use project planning tools to help with the initiation and planning phases. Consider S.M.A.R.T. or C.L.E.A.R. goal-setting methods and break larger goals into smaller, attainable ones. Be sure to cite sources and continue reviewing the literature to support your ideas.
- Action research has long been used in education and organizations to improve teaching and leadership, but some criticize it as not being a valid research method due to possible researcher bias skewing results.
- Two articles explain how action research allows teachers and leaders to identify and solve their own problems, but one acknowledges criticisms that action research results may not be reliable or valid.
- Educators are asked to discuss in a post how action research could benefit their own setting or organization, considering both benefits and criticisms of using it as a research methodology.
This document contains class notes for an innovation development course. It discusses the six main stages of the innovation development process and provides examples of diffusion networks and change agent strategies. It also poses discussion questions about getting others to adopt innovations from out-groups and the role of social learning theory in diffusion networks.
Ash edu 675 week 5 dq 2 data analysis and early feedback newSuresh touchIndia
This document provides guidance for an assignment requiring students to analyze data collected from implementing an intervention as part of an action research project. Students are asked to post their data analysis in two parts: 1) a description of data collection strategies and results, which can include visual depictions; and 2) conclusions about which strategies were successful or not and how the strategies relate to the research questions. Students are then asked to provide feedback on two peers' analyses by asking clarifying questions and commenting on themes and trends to help peers further develop their final analysis and action plan.
This document provides an overview of the topics that will be covered in a course on learning theory for PhD students. It introduces the instructor and expectations for the course. Key topics that will be discussed include an introduction to different learning theories, how theories are developed and tested, and how learning theories can inform instructional design. Students will complete assignments applying various learning theories and develop their own personal theory of learning.
1. The document discusses the use of personal response systems, also known as clickers, in teaching numeracy skills in a prison environment where internet access is limited.
2. Originally, the clickers were used more for summative assessments and competition rather than formative learning, but the author aimed to use them interactively based on research showing it improves learning outcomes.
3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
Collaborative action research is a process where teachers work together to systematically examine their own educational practices using research techniques to improve student learning. It involves teams of practitioners investigating issues relevant to their interests. There are typically 5 phases: 1) identifying a problem, 2) creating a plan of action, 3) collecting data, 4) analyzing the data, and 5) creating a new plan based on results. The process is collaborative, with teachers helping each other through discussion and multiple perspectives to make sense of complex teaching and learning issues.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
Interview presentation for Newcastle UniversityMark Reed
Presentation I gave to Newcastle University in December 2015 as part of the process of applying for a Professor of Socio-Technical Innovation role at the new N8 Agri-Food Resilience Programme
The document outlines steps for implementing an action research project including collecting data using valid and reliable tools, storing data securely with participant permission, ensuring strategies are implemented with fidelity, and having a plan to successfully collect and store data to evaluate implementation. Key steps are selecting appropriate data collection tools, piloting any tools created by the researcher, collecting and storing data properly while protecting confidentiality, and making sure the intended strategies are implemented accurately.
Developmental Evaluation for Social InnovationCameron Norman
Morning lecture given to the Social Innovation Generation graduate program from the University of Waterloo (Dr. Dan McCarthy, instructor). Slides focus on some of the key tenets of developmental evaluation and how it can apply to complex systems.
The document outlines the agenda for a two-day leadership program on managing group dynamics. Day one focuses on facilitation skills, group decision making, and adjourns at 4:30pm. Day two continues with group decision making, has lunch at noon, includes a session on project teams, and concludes with a review and discussion of next steps at 4pm. The document also reviews norms for group learning, models and activities for group decision making processes, and tips for facilitating agreements and documentation.
Slides from the workshop presentation on Design-Based Implementation Research for the Multidisciplinary Program in Education Sciences (MPES) at Northwestern University.
Presented by Bill Penuel and Barry Fishman on May 24, 2013.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
This document provides a three-phase model for teaching analysis as required by the Common Core State Standards. The phases are: 1) explicit teaching of analysis using a motivational exercise and the PART strategy of previewing, assessing similarities and differences, reorganizing by categories, and creating a summary; 2) applying analysis to a classroom content lesson; and 3) facilitating a standards-based performance task requiring analysis. Key aspects of the model include using instructional strategies like concept mapping to support sorting ideas, and reflecting on the analysis process. The goal is to help students learn and demonstrate rigorous analysis skills needed for both academic and career success.
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
This document provides an introduction to action research and guides the reader through developing an action research plan. It defines action research and how it differs from traditional social science research. It also outlines the action research process, discusses what types of data are used, and provides exercises for the reader to start planning their own action research project, including conducting a SWOT analysis and developing research questions and plans. Key aspects of action research plan development from McNiff and Whitehead are also summarized.
This document outlines the 5 E instructional model, a framework for inquiry-based science instruction. It describes the 5 phases - Engage, Explore, Explain, Elaborate, Evaluate - and provides examples of activities for each phase, such as demonstrations, investigations, and assessments. It also lists science process skills like observing, measuring, and predicting. The document aims to provide guidance for designing lessons according to the 5 E model in order to engage students in active science learning.
This chapter discusses planning for learning in higher education. It addresses influences on course planning such as students, academics, institutions, and professional bodies. It also covers writing learning outcomes, developing teaching strategies, and using constructive alignment between outcomes, teaching activities, and assessments. The chapter encourages reflection on these concepts and how to improve alignment in one's own modules.
The document discusses the need to develop curricula for teaching evidence-based practice (EBP) to educational leaders and teachers. It notes that while the current English educational system encourages the use of research and evidence, not enough attention has been paid to developing EBP curricula. Drawing from evidence-based approaches in other fields like medicine and management could help establish curricula to better develop EBP in education. However, EBP remains a misunderstood concept, hindering the development of such curricula.
Education Resource Center Series: Engaging Techniques for Teaching Students &...SC CTSI at USC and CHLA
By the end of this workshop, participants will be able to
Identify reasons why students/scholars struggle with scientific papers
Apply provided engagement strategies to our own teaching
Plan updates for how we teach scientific papers
Creative Disruption in Medical Education: 4 ExamplesJanet Corral
Keeping educational evidence and theory at the forefront, this presentation asks health professions educators to re-imagine how health professions education might evolve while judiciously incorporating technology into clinical and classroom experiences. Focusing on competent health care providers as our graduates, we don't let tech rule - we rule tech!
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
Collaborative action research is a process where teachers work together to systematically examine their own educational practices using research techniques to improve student learning. It involves teams of practitioners investigating issues relevant to their interests. There are typically 5 phases: 1) identifying a problem, 2) creating a plan of action, 3) collecting data, 4) analyzing the data, and 5) creating a new plan based on results. The process is collaborative, with teachers helping each other through discussion and multiple perspectives to make sense of complex teaching and learning issues.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
Interview presentation for Newcastle UniversityMark Reed
Presentation I gave to Newcastle University in December 2015 as part of the process of applying for a Professor of Socio-Technical Innovation role at the new N8 Agri-Food Resilience Programme
The document outlines steps for implementing an action research project including collecting data using valid and reliable tools, storing data securely with participant permission, ensuring strategies are implemented with fidelity, and having a plan to successfully collect and store data to evaluate implementation. Key steps are selecting appropriate data collection tools, piloting any tools created by the researcher, collecting and storing data properly while protecting confidentiality, and making sure the intended strategies are implemented accurately.
Developmental Evaluation for Social InnovationCameron Norman
Morning lecture given to the Social Innovation Generation graduate program from the University of Waterloo (Dr. Dan McCarthy, instructor). Slides focus on some of the key tenets of developmental evaluation and how it can apply to complex systems.
The document outlines the agenda for a two-day leadership program on managing group dynamics. Day one focuses on facilitation skills, group decision making, and adjourns at 4:30pm. Day two continues with group decision making, has lunch at noon, includes a session on project teams, and concludes with a review and discussion of next steps at 4pm. The document also reviews norms for group learning, models and activities for group decision making processes, and tips for facilitating agreements and documentation.
Slides from the workshop presentation on Design-Based Implementation Research for the Multidisciplinary Program in Education Sciences (MPES) at Northwestern University.
Presented by Bill Penuel and Barry Fishman on May 24, 2013.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
This document provides a three-phase model for teaching analysis as required by the Common Core State Standards. The phases are: 1) explicit teaching of analysis using a motivational exercise and the PART strategy of previewing, assessing similarities and differences, reorganizing by categories, and creating a summary; 2) applying analysis to a classroom content lesson; and 3) facilitating a standards-based performance task requiring analysis. Key aspects of the model include using instructional strategies like concept mapping to support sorting ideas, and reflecting on the analysis process. The goal is to help students learn and demonstrate rigorous analysis skills needed for both academic and career success.
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
This document provides an introduction to action research and guides the reader through developing an action research plan. It defines action research and how it differs from traditional social science research. It also outlines the action research process, discusses what types of data are used, and provides exercises for the reader to start planning their own action research project, including conducting a SWOT analysis and developing research questions and plans. Key aspects of action research plan development from McNiff and Whitehead are also summarized.
This document outlines the 5 E instructional model, a framework for inquiry-based science instruction. It describes the 5 phases - Engage, Explore, Explain, Elaborate, Evaluate - and provides examples of activities for each phase, such as demonstrations, investigations, and assessments. It also lists science process skills like observing, measuring, and predicting. The document aims to provide guidance for designing lessons according to the 5 E model in order to engage students in active science learning.
This chapter discusses planning for learning in higher education. It addresses influences on course planning such as students, academics, institutions, and professional bodies. It also covers writing learning outcomes, developing teaching strategies, and using constructive alignment between outcomes, teaching activities, and assessments. The chapter encourages reflection on these concepts and how to improve alignment in one's own modules.
The document discusses the need to develop curricula for teaching evidence-based practice (EBP) to educational leaders and teachers. It notes that while the current English educational system encourages the use of research and evidence, not enough attention has been paid to developing EBP curricula. Drawing from evidence-based approaches in other fields like medicine and management could help establish curricula to better develop EBP in education. However, EBP remains a misunderstood concept, hindering the development of such curricula.
Education Resource Center Series: Engaging Techniques for Teaching Students &...SC CTSI at USC and CHLA
By the end of this workshop, participants will be able to
Identify reasons why students/scholars struggle with scientific papers
Apply provided engagement strategies to our own teaching
Plan updates for how we teach scientific papers
Creative Disruption in Medical Education: 4 ExamplesJanet Corral
Keeping educational evidence and theory at the forefront, this presentation asks health professions educators to re-imagine how health professions education might evolve while judiciously incorporating technology into clinical and classroom experiences. Focusing on competent health care providers as our graduates, we don't let tech rule - we rule tech!
This document summarizes a meeting about using the Critical Friends process for teacher collaboration and professional development. It defines Critical Friends as peers who provide constructive feedback to help each other improve teaching. The steps of the Critical Friends process involve a teacher presenting a lesson or student work, and participants asking reflective questions to help the presenter gain different perspectives. Effective facilitation is important to keep discussions focused on the goals of understanding student learning and informing future instruction. Research shows that teacher collaboration combined with coaching support helps teachers implement new skills in the classroom.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This document provides guidance for an assignment in an education course to reflect on how action research can improve student learning. It explains that action research is an iterative process that encourages teachers and leaders to continuously learn and improve. As reflective practitioners, students will engage in deep thought about how to solve problems and drive change. For the assignment, students must explain in one paragraph how continuous improvement through action research can inform progress in a school, community, or organization. They must also describe in two paragraphs how the specific action research study they conducted will generally improve student learning. Students are asked to respond to at least two peers by asking questions to further discussion and considering the perspective of teachers, administrators, or other personnel involved in their study.
Week 6 - Discussion 1 Your initial discussion thread is .docxco4spmeley
Week 6 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Action Planning for Education Change
In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change.
What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)?
Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action.
Guided Response:
Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
-
Week 6 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Final Self-Reflection
Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking:
What concepts or principles have you learned from this course that you might use in your work setting?
How do you feel about conducting action research now, compared to before you started this course?
Describe how you perceive the value of qualitative and quantitative data when considering improvements.
How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps?
Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you?
Guided Response:
Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
Step Roundtable Discussion Response Post GLE 506.pdfsdfghj21
This document provides guidance for developing a plan of action for an action research project. It discusses key elements to consider when developing the research plan such as: defining the researcher's role, establishing the research scope, identifying research sites and participants, choosing data collection procedures, and ensuring validity and trustworthiness. The research plan should provide a clear blueprint to guide the investigation and implementation of the study. Key factors to reflect on when developing the plan include the researcher's role and balance of subjectivity/objectivity, research scope and timeline, data collection methods, and obtaining proper permissions.
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
This document outlines the use of poster sessions as a strategy to actively engage students in learning. It defines active learning as students taking an dynamic role in their learning through reflection and self-monitoring. Poster sessions involve dividing students into groups to create posters explaining key course topics, with half presenting while the other half views and asks questions. Guidelines are provided for effective poster design and a step-by-step process for implementing poster sessions, including determining topics, creating parameters, and preparing for the presentation day. The roles of both educators and students are discussed.
The document outlines an introduction to the Viewpoints project, which aims to promote effective curriculum design through a series of reflective tools. It then describes activities for a workshop introducing the Viewpoints resources, which focus on learner engagement, information skills, assessment and feedback, and creativity and innovation. Participants work in groups using the Viewpoints principles and resources to address scenarios and share their outputs. The benefits of the Viewpoints approach are discussed, including how the resources and workshop process can help build effective course teams and facilitate discussions.
The document summarizes a presentation about the Viewpoints curriculum design project. It introduces Viewpoints as using principles and timelines to help educators design curriculum from the learner's perspective. Participants engaged in a workshop using Viewpoints cards covering themes like assessment, engagement, and skills. The summary provides an overview of Viewpoints' goals of promoting reflection and innovation in curriculum design through its structured yet flexible approach.
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
The document is a quiz for a SOC 315 class that contains 10 multiple choice questions about topics related to sociology and political science. The questions cover the work of Kenyan activist Wangari Maathai, English philosopher John Locke's political philosophy, common elements of politics, how Bhutan measures societal success, dimensions of culture, the role of political leaders in different country types, the pocketbook voter model in economics, limitations on freedom of speech across ideologies, sociological definitions of beliefs, and initial reactions to Pablo Picasso's Cubist paintings.
Devry bis 155 week 1 quiz data analysis with spreadsheets with labshyaminfo02
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
Ash edu 675 week 4 assignment formative evaluation interpretation newshyaminfo02
This document provides guidance for a formative evaluation interpretation assignment in an education course. Students are asked to reflect on preliminary data collected from their action research by describing emerging themes, relating findings to personal experiences, and outlining implications for answering their research question. The assignment requires analyzing how data collection is progressing and assessing if any changes need to be made to better address the research goal. Students must submit a 3-4 page paper following APA style guidelines and citing at least two additional sources to support their analysis of the action research data collected so far.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter 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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. ASH EDU 675 Week 1 DQ 1 NEW
Check this A+ tutorial guideline at
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Building Capacity in the Collaborative Process - What's Your Focus?
The sharing of ideas can be a beneficial process during collaboration (Atweh,
Kemmis, & Weeks, 1998; Goleman, Boyatzis, & McKee, 2002). Those researchers and
professionals in the field who support collaborative learning strongly believe that
sharing ideas with others “increases interest among the participants but also
promotes critical thinking” (Gokhale, 1995, para 2). Further, “collaboration lets you
share responsibility and combine the knowledge, creativity, and experiences of
others” (Unknown (n.d.) Often, when we collaborate through the exploration and
insightful sharing of each other’s ideas, we can systematically improve upon our
own.
As a way of further developing your action research and communicating your ideas
to your classmates, you now have the opportunity to accomplish both while
2. providing feedback to your class peers. The purpose of this process is twofold. First,
it promotes your critical thinking and, second, it gives you an opportunity to share
your experiences in the research design. In summary, the process of providing
collaborative feedback builds capacity in your thought process and in the
implementation of your action research study.
Initial Post: Respond to the following prompts in relation to your own study in
detailed, yet succinctly written paragraphs.
• Post the link to your Action Research Proposal and/or upload the
document/presentation from your EDU671.
• Describe the Area of Focus for your action research study.
• Explain the Research Question(s) for your action research study and the
importance of their application.
• Describe the individual roles of each research participant in your action research
study.
Your initial post functions as a springboard for peers and the instructor to respond
to you with constructive ideas and feedback about your study. You share your Action
Research Proposal with peers to obtain ideas and feedback on your proposal. If you
have already identified a change to your proposal (e.g., research questions,
population, setting, intervention, data collection techniques or personnel involved in
your project) make those changes before you share your presentation.
Note: In Week Four you will describe the roles and responsibilities of the identified
personnel and the specific leadership strategies you observed. This initial process in
this discussion supports the Week Four activity.
Guided Response: Respond to two peers, preferably those that have not yet had
responses, and provide constructive feedback and questions regarding their Action
Research Proposal. Ask clarifying questions to assist with their process of deepening
their study. Some questions to consider as you respond to your peers include: Is the
area of focus clearly stated (you know what they are centered on for their study)? Is
there direct alignment between the research question(s) and area of focus statement
(do they match up logically?) Are the research questions potentially answerable?
What suggestions can you provide regarding their actual intervention/innovation?
(Is it appropriate/suitable)? Do the data collection techniques align with the
research questions and are they manageable? Remember, though two replies is the
basic expectation, for deeper engagement and learning, you are encouraged to
provide responses to any comments or questions others have given to you (including
the instructor) before the last day of the discussion to allow for adequate time for
responses. This will further the conversation while also giving you opportunities to
demonstrate your content expertise, critical thinking, and real world experiences
with this topic.