Classroom Observ. 2009
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Kate O'Neill taught a well-organized business communication class that was observed by Dr. Richard Mapstone. Kate prepared the classroom in advance and outlined the class objectives. She reviewed previous work and engaged students in a discussion to relate the current lesson to the overall course context. Kate introduced new concepts around culture and communication noise, illustrating them with examples. She used her own doctoral research to further explain areas. Kate demonstrated enthusiasm for the subject that kept students engaged and the class lively and enjoyable.
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The University of Sheffield has considered strategically the induction
process undertaken by departments during Intro Week in order to
facilitate the transition to university for new students. The approaches from three
departments Human Communication Sciences, Automatic Control and Systems
Engineering, Mechanical Engineering will be showcased in the symposium. Two
main aims were:
(i) welcome students into the department and discipline,
(ii) begin the education of students into a new way of learning,
specifically independent learning. Topics included:
How was intro week organised to meet the aims?
Which aspects of good practise might be usefully summarised for other
departments?
Tertiary ict frielick
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
Developing independence in pre-transition students through hybrid learning e...
This document describes a new bridging course designed to help students transitioning to university level study. The course aims to develop students' independence, confidence, and sense of belonging as higher education learners. It uses a hybrid learning model with diverse teaching experiences including lectures, practicals, workshops, and online resources. Student feedback indicated the course helped prepare them for university expectations, strengthened their knowledge and skills, and boosted their confidence and autonomy as learners. The bridging course appears effective at facilitating students' transition to university.
How to effectively integrate guest/visiting lecturers into HEI provision.
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
The blog as a tool for shaping a potential connectivist learning context
Deliberating on whether connectivism can provide a theoretical lens for creating effective technology - enhanced learning environments
Expanding the Boundaries of Teaching and Learning in Family Science: Student...
Expanding the Boundaries of Teaching and Learning in Family Science: Student...Mary Kay Keller, MPA, PhD
Presentation at the National Council on Family Relations Annual Conference, November 13, 2020 (Session 323A)12:17:18 informal observation
This document summarizes an informal observation of Hannah Ticoras' lesson conducted on December 17, 2018. The observer, Meghan Casey, provided feedback on various elements of Hannah's teaching practice. While the lesson design incorporated student choice and engaged multiple writing genres, the directions were convoluted and students struggled to understand the activity. Overall, the feedback aimed to support Hannah's growth by recommending ways to simplify complex lessons and provide clearer directions while maintaining high expectations.
Student Learning Pathway Tool. Esther Fink, University of Queensland. | ANZTLC15
Carl Reidsema, Lydia Kavanagh, Esther Fink, and Marnie Holt, University of Queensland, and Hayley McGrice, University of Adelaide.
The learning pathway is a navigational element in Blackboard courses at the University of Queensland and a visual representation of what students need to know and need to do each week to stay on track. A JavaScript visualises course materials and activities in form of a clickable pathway that easily guides users to relevant course content to help learners can _see_a pathway for achieving the learning objectives. Since the first iteration of the Learning Pathway in 2012 the system has been successfully embraced by a variety of small and large classes (1200+ students) at different levels across faculties and institutions. The presentation will introduce an updated version and showcase pathway examples from a range of different disciplines and report on usage and how students interacted with the pathway and learning resources. We will provide an outlook to the next stage of the project which aims to provide students with individually tailored maps for planning and tracking learning trajectories. These maps, embedded within Blackboard courses, will make engagement visible to academics and learning visible to students, including factual knowledge and conceptual understandings, metacognitive and problem solving abilities, as well as professional and behavioural skills.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
The document discusses efforts to redesign core papers taken by large numbers of students at AUT University in New Zealand. It aimed to improve coherence, resources, structure, and relationship to disciplines. New papers on health and environment replaced some old papers. Enquiry-based blended learning approaches were used, combining online and in-person activities. Lectures were recorded online and students worked in small groups using discussion forums, blogs, and wikis. The redesign aimed to enhance student engagement and learning outcomes while reducing costs.
Madlat09 dhl sj_final
This document summarizes an international collaboration between Athabasca University in Canada and Iceland University of Education on an online distance education course. It describes the history and preparation for the collaboration, the activities students engaged in like introductions and collaborative assignments, and conclusions. Students found value in interacting with those from another culture and country. They felt it expanded their perspectives and supported distance learning. Most felt the collaboration should continue but could be improved by giving it more weight in grading and grouping students by interest area for interactions. Place and culture played an important role in connecting students across distances.
Effective ed practices.pptx
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
The document discusses a study on faculty perceptions of trainings in instructional material development at the University of Nairobi's Center for Open and Distance Learning. The study found that faculty had positive perceptions of the trainings and felt it improved their skills. It concluded that the university's trainings should continue to be embraced and that increasing the duration of trainings may further strengthen their impact on developing faculty pedagogical and professional skills.FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
Dr. Wafula Charles Misiko is the Cordinator, Centre for Open and Distance Learning, college of Education and External Studies Department of Extra Mural studies, University of Nairobi.
Jeckoniah O. Odumbe is the Director, Centre for Open and Distance Learning, University of Nairobi.Fostering Learner Autonomy in an ESL Classroom
This article discusses promoting learner autonomy in an ESL classroom through an action research project. The author implemented an autonomy-based English program for first-year university students in Hong Kong. Classroom procedures focused on individual and group tasks like short talks, presentations, debates and a newspaper project to develop learner autonomy. Students gradually took more responsibility for their learning by setting goals, choosing topics and materials, and evaluating their own progress. Feedback showed students had a generally positive experience with the autonomous approach despite initial challenges.
TEACHING METHODS.pdf
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distractions. Studies show students who receive lectures learn more than those exposed to other methods. The document provides tips for preparing and delivering effective lectures, such as structuring the content, timing delivery, and using examples. Overall, it advocates that lectures be maintained as a traditional teaching method rather than discarded due to newer approaches.
TEACHING METHODS.pdf
This document discusses the benefits and effectiveness of lecture-based teaching. It argues that while new teaching styles are emerging, lectures remain one of the most effective ways to convey information due to their ability to provide a steady flow of knowledge from an expert. Lectures create momentum around a subject and help students focus without distraction. They capitalize on human nature by providing verbal instruction from an authority figure. Studies show students who receive lectures learn more than those exposed to other methods. While new technologies bring opportunities, certain tried-and-true methods like lectures will always have value in education.
Encouraging Engagement
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Accessibility of Professional Development by Language Practioners Investigati...
A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
Thesis presentation final
This document summarizes a study that investigated whether integrating multimodal compositions into a thesis writing process would enhance students' ability to create a focused thesis statement. The study was conducted with two advanced placement high school classes. The intervention class spent a week creating a multimodal project to help construct their thesis, while the control class used traditional methods. Data was collected through pre/during/post surveys and grading of research papers. Preliminary results suggested the intervention helped students enjoy the process more and have fewer difficulties writing their thesis. However, the study encountered some issues with technology and scheduling. Student reactions to the multimodal assignments were generally positive.
Similar to Classroom Observ. 2009 (20)
Intro Week Induction and Inquiry-based Learning: Varying Approaches
Intro Week Induction and Inquiry-based Learning: Varying Approaches
Developing independence in pre-transition students through hybrid learning e...
Developing independence in pre-transition students through hybrid learning e...
How to effectively integrate guest/visiting lecturers into HEI provision.
How to effectively integrate guest/visiting lecturers into HEI provision.
The blog as a tool for shaping a potential connectivist learning context
The blog as a tool for shaping a potential connectivist learning context
Expanding the Boundaries of Teaching and Learning in Family Science: Student...
Expanding the Boundaries of Teaching and Learning in Family Science: Student...
Student Learning Pathway Tool. Esther Fink, University of Queensland. | ANZTLC15
Student Learning Pathway Tool. Esther Fink, University of Queensland. | ANZTLC15
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
Reshaping large-class teaching: Enactive coherence and enquiry-based blende...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...
Accessibility of Professional Development by Language Practioners Investigati...
Accessibility of Professional Development by Language Practioners Investigati...
More from K. Kathleen ("Kate") O'Neill, Ph.D.
k kathleen oneill CV LSM 20160814
K. Kathleen O'Neill has extensive experience leading graduate business programs and currently serves as the Director of the Master of Strategic Leadership program at Mount Mercy University. She holds a Ph.D. in Leadership and Change from Antioch University and has received several teaching awards. Previously, she was the Director of the eMBA, MSIB, and MMIB programs at Zayed University in Abu Dhabi, where she oversaw operations, ensured high quality instruction, and implemented a knowledge management system.
K. Kathleen O'Neill LoR RA 2012
This letter endorses Kate O'Neill for her work as a colleague and mentor within the College of Business at Zayed University. The letter writer details how Kate mentored her as a new instructor by sharing her effective lesson plans and classroom activities for a business communication course. As a result, the students enjoyed the course and improved their communication skills. The letter also states that Kate continues to mentor the writer's development as a researcher by working together on a project and encouraging her to expand her professional research skills. The letter closes by praising Kate as a wonderful asset to the College of Business for being easy to work with, supportive, and highly qualified.
K. Kathleen O'Neill LoR PC 2012
Farah Leisure Parks Management LLC and Ferrari World Abu Dhabi wrote a letter praising Kate O'Neill for her constant assistance and support with their leadership development programs, emiratisation plans, and providing immediate responses focused on Abu Dhabi's growth. The letter notes that Kate has been a prime source of inspiration and clarity as a new leader in Abu Dhabi. They first met Kate at an AmCham seminar, and she has since assisted them with potential applicants and coached them through the hiring process. The letter states that if more people in the region provided the clarification, wisdom and positive actions of Kate O'Neill regarding leadership and local matters, they would all be better off.
K. Kathleen O'Neill LoR JZ 2013
Dr. O'Neill received a letter from John Zerio congratulating him on his new position as director of Executive Programs at Zayed University. Zerio praised how Dr. O'Neill quickly addressed issues with Blackboard and got participants to argue their cases over email to avoid conflict. Zerio also thanked Dr. O'Neill for obtaining resources and ensuring infrastructure worked for Zerio's weekend course, despite it taking three 10-hour days away from other responsibilities. Zerio expressed hope that Dr. O'Neill would lead the university's accreditation process, and that the program's quality deserves global recognition.
K. Kathleen O'Neill LoR JZ 2008
This letter provides a strong endorsement for renewing Dr. K. Kate O'Neill's contract. The letter writer, John Zimmerman, has worked with Dr. O'Neill for over three years and describes her as a talented, dedicated academic. She is admired by faculty, administration and students for her work in the classroom, service to the university, and research. Dr. O'Neill has been recognized multiple times for outstanding teaching and serves tirelessly on various committees. Having recently earned her PhD, she has begun a productive research agenda that will grow as she focuses more on research. The university is fortunate to have Dr. O'Neill as a faculty member.
More from K. Kathleen ("Kate") O'Neill, Ph.D. (17)
Classroom Observ. 2009
- 1. ZAYED UNIVERSITY CLASSROOM OBSERVATION REPORT Faculty Instructing the Class : Kate O Neill College : College of Business Sciences: Course Title and Number: Business Communication BUS 207 Date of Observation: Monday 09 March 2009 Observer: Dr Richard Mapstone, Assistant Dean After the observation, a written report should be completed and a meeting scheduled between the observer and the faculty member. The report should address the areas noted on the Student Evaluation of Teaching instruments, including, but not limited to, “Enthusiasm,” “Organization,” “Group Interaction,” and “Individual Rapport.” Please provide comments that will be helpful to the instructor. A copy of the report will be provided to the instructor and will be added to his/her personnel file. Use additional sheets if necessary. This was an extremely well organized class and enjoyable class. Kate had clearly arrived early at the class and prepared the classroom. An outline of the class objectives was displayed on the whiteboard and handouts were available for the students on arrival. The distribution of an attendance sheet also ensured that the class was able to maximize its time and work positively from the start. Kate spent the first part of the class reviewing the work that the students had done to date. This provided a useful lead in to the work for the current class and enabled the students to relate their current work to the overall context of the course. Kate used a mix of questions and discussion to cover this area. She clearly has an excellent rapport with the students and was able to engage all the students in an extremely large class. Kate used the class to introduce some new and difficult concepts to the students and relate their reading to these concepts. Ideas of culture and communication noise were introduced to the students and illustrated with examples to which the students could relate. Kate also used her own research for her doctorate to illustrate a number of areas. Kate has an infectious enthusiasm for her subject which ensures a lively and enjoyable class. The students were clearly very relaxed in the class and had no difficulty asking and responding to challenging questions. Overall this was a very good class which both I and the students enjoyed!