The document describes a case study of a global learning program between 2006-2007 that involved 400 middle and top managers across 100 offices of a large international organization. The program aimed to enhance skills and capacity through a blended learning approach combining online modules and a face-to-face workshop. Results found that the 2007 cohort had significantly higher scores than 2006 in areas like collaboration, analysis skills, and career benefits. Lessons learned stressed the importance of situated, collaborative, and apprenticeship-style learning models as well as managing workload and facilitating online discussions.
Different performance monitoring models are appropriate for different funders.
JET's Godwin Khoza speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
WordPress Multi-User: BuddyPress and BeyondJoss Winn
Slides to accompany my #altc2009 presentation of WordPress MU and BuddyPress for universities.
Please see my notes that accompany the slides (p.30 onwards)
Standardisierte Medizinische Übergaben - Wie lernen, lehren und implementiere...Hendrik Drachsler
Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria.
http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625e
http://creativecommons.org/licenses/by-nc-sa/3.0/
Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.
Different performance monitoring models are appropriate for different funders.
JET's Godwin Khoza speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
WordPress Multi-User: BuddyPress and BeyondJoss Winn
Slides to accompany my #altc2009 presentation of WordPress MU and BuddyPress for universities.
Please see my notes that accompany the slides (p.30 onwards)
Standardisierte Medizinische Übergaben - Wie lernen, lehren und implementiere...Hendrik Drachsler
Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria.
http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625e
http://creativecommons.org/licenses/by-nc-sa/3.0/
Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.
Managing Communities of Learning: The Impact and Role of FacilitatorsMartin Rehm
Communities of Learning (CoL) have become a popular methodology for organizational training initiatives (Rehm, 2009). While such communities allow employees to collaboratively upgrade their knowledge and skills, they also enable participants to get in touch with colleagues from all over the world (de Bruyn, 2004). Nonetheless, in order to become an effective educational resource, they also need to be cherished and protected (Paloff & Pratt, 2003). Yet, previous research has largely neglected the impact of facilitators on CoL for working professionals. The present study addresses this lacuna by conducting an exploratory examination on the role of facilitators in CoL of a global training program for an international organization. Our results indicate that working professionals generally do not seem to require much stimulation from facilitators to participate in discussions. Moreover, we find evidence that participants consider the input of facilitators as an added-value to the discussions, rather than a replacement for their own contributions. By addressing these issues, our study can serve as a springboard for facilitators to design and implement an effective teaching strategy for similar CoL in the future, thereby contributing to the overall quality of participants’ learning experience.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
Diploma de Innovación Educativa con Tecnologías EmergentesIsmael Burone
Si estás interesado en cómo las tecnologías emergentes pueden ayudar a cambiar la educación este será tu espacio. Una oportunidad de reflexionar con colegas de diversos sectores, con diferentes inquietudes.
This presentation shows the vision of the Open University for Open Science in the upcoming years.
The presentation was given as elevator pitch for the OUNL Management Board.
http://portal.ou.nl/documents/363049/ff7a3426-ce4a-4081-900d-f7d352046c62
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H. (2012, 06 December). Open Science. Open Universiteit Nederland, Heerlen, Netherlands.
A desfeita do Camiño Inglés ao seu paso por Vilar do Colo en setembro de 2008. Unha desfeita promovida pola SEPES coa anuencia dos concellos de Fene (PSOE) e Cabanas (PP). A actuación carecía de autorización de Patrimonio e de Augas de Galiza.
Managing Communities of Learning: The Impact and Role of FacilitatorsMartin Rehm
Communities of Learning (CoL) have become a popular methodology for organizational training initiatives (Rehm, 2009). While such communities allow employees to collaboratively upgrade their knowledge and skills, they also enable participants to get in touch with colleagues from all over the world (de Bruyn, 2004). Nonetheless, in order to become an effective educational resource, they also need to be cherished and protected (Paloff & Pratt, 2003). Yet, previous research has largely neglected the impact of facilitators on CoL for working professionals. The present study addresses this lacuna by conducting an exploratory examination on the role of facilitators in CoL of a global training program for an international organization. Our results indicate that working professionals generally do not seem to require much stimulation from facilitators to participate in discussions. Moreover, we find evidence that participants consider the input of facilitators as an added-value to the discussions, rather than a replacement for their own contributions. By addressing these issues, our study can serve as a springboard for facilitators to design and implement an effective teaching strategy for similar CoL in the future, thereby contributing to the overall quality of participants’ learning experience.
This is the PowerPoint presentation used by Terri Fredericka and Jillian Maruskin in their breakout session: Preparing 21st Century Ohio Learners for Success: The 12-13 Initiative at the OHIONET Annual Meeting 2009.
Diploma de Innovación Educativa con Tecnologías EmergentesIsmael Burone
Si estás interesado en cómo las tecnologías emergentes pueden ayudar a cambiar la educación este será tu espacio. Una oportunidad de reflexionar con colegas de diversos sectores, con diferentes inquietudes.
This presentation shows the vision of the Open University for Open Science in the upcoming years.
The presentation was given as elevator pitch for the OUNL Management Board.
http://portal.ou.nl/documents/363049/ff7a3426-ce4a-4081-900d-f7d352046c62
http://creativecommons.org/licenses/by-nc-sa/3.0/
Drachsler, H. (2012, 06 December). Open Science. Open Universiteit Nederland, Heerlen, Netherlands.
A desfeita do Camiño Inglés ao seu paso por Vilar do Colo en setembro de 2008. Unha desfeita promovida pola SEPES coa anuencia dos concellos de Fene (PSOE) e Cabanas (PP). A actuación carecía de autorización de Patrimonio e de Augas de Galiza.
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
TASC: Teams in Academic Service Centers: A Model for Intervention and Extension within the School Day. A presentation by
ConVal Regional High School
to the NEASC/CPSS Conference 2012 Showcase of Model School Programs, October 11, 2012, Westford Regency Inn and Conference Center, Westford, MA.
Scotwork - Raport z badań nad skutecznością szkoleńscotwork
Od 1991 roku oceniamy wpływ naszego doradztwa, w tym szkoleń na pracę naszych absolwentów i ich przełożonych, oraz analizujemy ich wyniki.
Przeprowadziliśmy takie badania na ponad 15 000 absolwentach i ponad 5 000 przełożonych. Wciąż kontynuujemy monitorowanie wyników naszej pracy na całym świecie.
"Adventures in Emerging Media: An Updated Look at Engagement Methods in Online Courses" Presentation given at 8am November 2, 2012 at AECT by Emily Johnson.
Social Capital in Twitter Conversations among TeachersMartin Rehm
Social networking sites (SNS) provide a ready-made environment to acquire and share new information, while collaborating in social networks of diverse groups of people. This study focuses on the creation and distribution of social capital within SNS, such as Twitter. Social capital has been repeatedly proposed as a valuable theoretical concept to analyze SNS. Moreover, previous research has greatly contributed to our understanding of how individuals communicate via Twitter. Yet, past studies remained inconclusive about the precise role of social capital in SNS. Additionally, little is known about whether and how teachers use SNS (e.g. Twitter) to share and collect information. The present study addresses these shortcomings by providing empirical evidence from two hashtag conversations, namely #edchat and #edchatde. Both aim at teachers and cover the latest trends and developments in the field of (new) media in teaching and learning processes. We collected longitudinal ego-network data from 22.05. – 06.11.2014, yielding more than 144,000 Tweets from about 52,000 Twitter users. Building upon the work of Tsai and Goshal (1998), who acknowledged social network analysis as a valuable tool to assess (aspects of) of social capital, we determined egos’ betweenness and closeness centrality measures. Moreover, we also determined their hub and authority scores (Kleinberg, Kumar, Raghavan, Rajagopalan, & Tomkins, 1999), as well as brokerage roles (De Nooy, Mrvar, & Batagelj, 2011). Finally, we also assessed the existence and relevance of structural holes (e.g. Burt, 2009) in the emerging network structures of the hashtag conversations. The results show that there are overarching similarities among the Twitter conversations on how social capital is created and distributed. However, we also revealed decisive differences with respect to brokerage roles, as well as hub and authority scores. Based on these findings we will formulate recommendations for future studies, as well as discuss preliminary implications for practitioners.
Soziales Kapital als Möglichkeit zur Analyse von Twitter-Konversationen und „...Martin Rehm
(Poster) presented at the Herbsttagung der Sektion Medienpädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) - 13./14.11.2014, Augsburg (GER).
Unified Yet Separated - Empirical Study on the Impact of Hierarchical Positio...Martin Rehm
Communities of Learning (CoL) are suggested to facilitate the co-construction of knowledge among participants of online trainings. Yet, previous studies often detached participants from the social context in which learning took place. The manuscript addresses this shortcoming by providing empirical evidence from 30 CoL of a global organization, where 337 staff members from different hierarchical positions collaboratively enhanced their knowledge via asynchronous discussion forums. The results from four dedicated studies clearly indicate that the higher participants’ hierarchical position, the higher their amount of social and cognitive messages, and the more central their network position within CoL. However, we also identified a group of “Stars” that outperformed their colleagues and who were at the centre of CoL networks, irrespective of their hierarchical positions. Based on these findings, HRD practitioners can better design and facilitate future collaborative learning activities that build upon the strength and weaknesses of all participants.
Birds of a Feather? - Do Participants’ Hierarchical Positions activate Homoph...Martin Rehm
Communities of Learning (CoL) are promoted to foster interpersonal knowledge transfer among participants of organizational training initiatives. Moreover, previous studies have posited that homophily can significantly affect the communication processes among participants that exhibit differing background characteristics. However, past research has largely neglected a particular background characteristic, namely hierarchical positions, which have been suggested to constitute a major obstacle for collaborative learning processes. By providing empirical evidence from 25 CoL of a global organization, where participants from different parts of an organization’s hierarchical ladder collaboratively enhanced their knowledge and skills, the current study addresses this shortcoming and investigates whether and to what extent the applicable CoL have been subject to homophily. Based on an underlying social network analysis, our results show no signs of homophily. Instead, we rather find an “externalness”, whereby participants particularly turned to colleagues from outside their own hierarchical position. By incorporating these findings into the design and implementation, organizers of future CoL can device learning activities and facilitation strategies that can further enhance participants’ learning experience and outcomes.
Do hierarchical positions influence participant’s network behaviour within C...Martin Rehm
We investigate whether hierarchical positions have an impact on collaborative learning processes within
Communities of Learning(CoL). More specifically, we provide empirical evidence from a training program
of a global organization. Using social network analysis, our findings indicate that hierarchical positions
significantly influence participants’ network behaviour. Moreover, our results show that individuals tend to
gather information from outside of their own hierarchical position.
Support & Help for Academic Researchers by using Information Technology (SHA...Martin Rehm
The present paper will investigate how web 2.0 tools can contribute to the goal
of sharing (tacit) knowledge amongst young researchers from different disciplines, and
investigate the factors influencing the take-up of such tools. To this end, we will first
describe how a Dutch university has addressed this issue by means of a blog that is
developed to provide support and help for academic researchers by using information
technology (SHARE-IT). Next to providing an overview of the initiative, we will
describe how young researchers’ perceptions and attitudes of such blogs can be assessed.
Based on the seminal model on unified theory of acceptance and use of technology
(UTAUT) (Venkatesh, Morris, Gordon, & Davis, 2003), we will develop a questionnaire
that aims at determining young researchers’ web 2.0 behavior. Additionally, a second
questionnaire will be distributed, measuring factors that support or inhibit individuals’
knowledge sharing intentions (Bock, Zmund, Kim, & Lee, 2005). By contrasting the
findings with the results of similar research in the UK (Procter, Williams, & Stewart,
2010), we will then be able to provide valuable insights on the way young researchers,
across countries, approach and perceive blogs and other web 2.0 technologies.
Building bridges between academic tribes: Group Blogging for young researcher...Martin Rehm
We will present results of an experiment that has fostered a pro-active (tacit) knowledge exchange between young researchers across academic disciplines. To this end, we will describe how a university has created a group blog that provides support and help for academic researchers by using information technology. Moreover, we will present findings on young researchers’ behavior and willingness to openly share their knowledge in the context of web 2.0 technologies.
Communities of Learning in Organizational Training: The influence of particip...Martin Rehm
Driven by today’s knowledge economy, many organizations have started looking for innovative methods to train their staff (Yamnill & MacLean, 2001). In this context, online Communities of Learning (CoL) have received a growing amount of attention among practitioners and researchers alike (Rehm, 2009). Yet, despite positive business showcases, empirical research on collaborative (learning) activities has only yielded mixed results (e.g. Simons, Pelled, & Smith, 1999). Moreover, past research on collaborative online communities has either not considered data from real organizations (Edmondson, 2002), or neglected participants’ hierarchical position as a major obstacle to collaborative learning processes (Romme, 1996). The present study addresses these shortcomings by providing empirical evidence from 25 CoL of an online training program that was being implemented for 249 staff members of a global organization. Each CoL consisted of 7 – 13 participants, from different hierarchical positions, who collaboratively enhanced their knowledge via asynchronous discussion forums.
Using social network analysis (Strijbos, Martens, Prins, & Jochems, 2006), we computed participants’ in- and out-degree ties, as well as centrality scores to determine their communication behaviour within CoL. Additionally, based on the content analysis scheme developed by Veerman & Veldhuis-Diermanse (2001), we assessed the level of participants’ contributions.
Our empirical results clearly indicate that hierarchical positions are transferred into the virtual realm and that higher level management plays an important role in CoL. More specifically, participants from higher up the hierarchical ladder held more central positions and contributed a higher amount of task-related messages than their colleagues. Taken together, these insights provide valuable input for future CoL. Considering that hierarchical positions have a significant impact on CoL, HRD practitioners can design collaborative activities that foster the active exchange of information, and device facilitation strategies that encourage an active participation of all members of a CoL.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. Framework
•Large international organization (IO)
•2006 & 2007 (6 months each):
~ 400 middle- & top-management
~ 100 offices world wide
•Secure the impact of the IO
•Enhancing the capacity and skills of its
staff
Maastricht Graduate School of Governance (MGSoG)
4. (Methodological) Framework
Learning Program
e-Learning
Online Remedial
Teaching Model
Rienties, Tempelaar, Waterval,
Rehm, & Gijselaers (2006)
Face-to-Face
Community of Practice Workshop
Lave & Wenger (1991)
Community of Learning
Stacey, Smith & Barty (2004)
Maastricht Graduate School of Governance (MGSoG)
5. e-Learning
Entry
5 Modules:
Questionnaires
•Self-Study
(Lectures & Readings)
•Quizzes
•Online Discussion Groups
(asynchronous)
•Final Assessment
- 2006: formative
- 2007: summative Face-to-Face
Maastricht Graduate School of Governance (MGSoG)
6. 2006 2007
(n=157) (n=87)
t-test
Question Ø Ø (difference)
Phase 1 of this Learning Programme was a
valuable learning experience. 5,8 1,2 6,2 1,4 ---
The allocated time was sufficient to study the
subject matter. 2,4 1,3 3,6 1,9 0,000
I have been encouraged to cooperate more effectively
with my colleagues worldwide. 4,4 1,4 4,9 1,4 0,040
I think I have learned more through collaboration with
others than I would have learned, if I had to work alone 4,3 1,7 4,7 1,9 0,011
I have improved my evidence based analysis skills. 4,8 1,4 5,3 1,2 0,027
I will get better results in my career. 4,8 1,4 5,3 1,4 0,014
I expected the facilitators to take a more active role in the learning process 4,2 1,5 4,6 2,2 ---
Overall grade for the quality of the e-Learning Phase (Scale 1-10) 6,6 1,6 7,1 1,6 0,053
Overall grade for the e-Learning Phase Team (Scale 1-10) 6,3 1,8 7,1 2 0,001
On average, how many hours per week did you work on the e-Learning Phase? 8 5,2 8,2 6,7 ---
Likert Scale: 1 (strongly disagree) –7 (strongly agree)
Maastricht Graduate School of Governance (MGSoG)
7. Performance Indicators for Phase 1 in 2006 & 2007
(Averages: 1 –10)
10
9
Paired-Sample t-test
(PK –FG)
8
7 2006:
no significant difference
6
5 2007: 2006
2007
significant increase
4
(at 0.01 level)
3
2
1 PK: Pre-Knowledge
PG: Participation Grade
QZ: Quizzes
0 FE: Final Exam
PK PG QZ FE FG FG: Final Grade
Maastricht Graduate School of Governance (MGSoG)
10. Unified in Learning –Separated by Space
Case Study on a Global Learning Program
Martin Rehm
OnlineEduca 2008
Thursday. 4th of December. 2008
Maastricht Graduate School of Governance (MGSoG)