This document outlines the steps for a communal discovery process where a group seeks to understand a text together through questioning and discussion. The process involves: 1) The leader asking clarifying questions about the text to gather clues and answers questions from the group. 2) Members sharing what they discovered and additional questions they have about the text. 3) The leader then highlighting the central themes or "center" that emerged from the discussion and selecting an application for the group to consider.
This document summarizes Rebecca Knowe's research framework for her master's thesis project exploring how an archiving system could represent the decision making process of a work team. The system aims to guide team members to curate meeting notes capturing diversity of opinions and decisions, review previous debates, and revisit initial work when making later decisions. The document reviews current collaboration technologies, examines group decision making processes, and outlines the framework's focus on a scenario using Google Docs to aggregate documents from meetings accessible on multiple devices.
This document summarizes a practice talk session aimed at improving social learning and moving practitioners toward preferred practices. [1] It describes the process of the session which includes sharing practice experiences, building trusted relationships, and moving from generative conversations to preferred practices through creative thinking. [2] Practitioners use evidence from four sources - research, client values, making sense of information, and practitioner experience - to create job-ready knowledge. [3] The practice talk session involves understanding current methods, envisioning improved practices, presenting best practices, and creating a pilot for a preferred practice.
This rubric evaluates students on a unit exploring how decisions made by those in power affect relationships. Students are tasked with investigating a situation involving different levels of power and presenting their findings dramatically. The rubric assesses students on formulating relevant research questions, critically viewing information from different perspectives, identifying decisions made by those in power and their consequences, and accurately presenting their analysis and conclusions. Higher performance involves drawing on a variety of sources and viewpoints to develop a comprehensive understanding of relationships before, during, and after the situation.
This document is a collection of 3-Year, 4-Year, and 5-Year Transformation Map (T-Map) PowerPoint Templates.
Full download can be found here:
http://pptlab.com/ppt/Transformation-Maps-27
Leading Digital Transformation: Mit Lean Collaboration zum WettbewerbsvorteilDr. Paul Gromball
This document outlines a digital transformation roadmap with the following key points:
1. It discusses enabling technology solutions from Microsoft and how TMG can help clients turn technology into business results through digital business case design.
2. TMG's digital transformation program setup involves selecting pilot business cases, change management, and establishing internal and external communities to drive digital leadership from within organizations.
3. Examples of digital business cases include sales and after sales, HR management, and finance, with the goal of top-line growth, cost reduction, and profit improvement.
This is the Transformation Roadmap for Al-Aqariya TV after the last take over and management change, the plan aimed at developing a healthy sustainable business, it was provided by TAQAT Team, managed and designed by Mohamed Adam. The goal was to offer the new investors a better strategy to manage the Broadcasting Business in the edge of Financial Crisis.
This module aims to differentiate between managers and leaders and develop leadership skills for the 21st century. It is a short 2-day course delivered 70% face-to-face and 30% online. The course consists of 3 lectures, 3 seminars involving case studies and tasks, and a networking afternoon. It uses both physical and online components like lectures, seminars, workshops, case studies, and discussion boards to facilitate communication, guidance, reflection, and demonstration of skills learned. Upon completion, participants will receive a certificate of completion.
Evaluation techniques of teaching: focus groups and Nominal Group TechniqueTünde Varga-Atkins
Slides accompanying a 90-min SEDA workshop on 15th Nov 2012.
Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool.
It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development.
The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.
This document summarizes Rebecca Knowe's research framework for her master's thesis project exploring how an archiving system could represent the decision making process of a work team. The system aims to guide team members to curate meeting notes capturing diversity of opinions and decisions, review previous debates, and revisit initial work when making later decisions. The document reviews current collaboration technologies, examines group decision making processes, and outlines the framework's focus on a scenario using Google Docs to aggregate documents from meetings accessible on multiple devices.
This document summarizes a practice talk session aimed at improving social learning and moving practitioners toward preferred practices. [1] It describes the process of the session which includes sharing practice experiences, building trusted relationships, and moving from generative conversations to preferred practices through creative thinking. [2] Practitioners use evidence from four sources - research, client values, making sense of information, and practitioner experience - to create job-ready knowledge. [3] The practice talk session involves understanding current methods, envisioning improved practices, presenting best practices, and creating a pilot for a preferred practice.
This rubric evaluates students on a unit exploring how decisions made by those in power affect relationships. Students are tasked with investigating a situation involving different levels of power and presenting their findings dramatically. The rubric assesses students on formulating relevant research questions, critically viewing information from different perspectives, identifying decisions made by those in power and their consequences, and accurately presenting their analysis and conclusions. Higher performance involves drawing on a variety of sources and viewpoints to develop a comprehensive understanding of relationships before, during, and after the situation.
This document is a collection of 3-Year, 4-Year, and 5-Year Transformation Map (T-Map) PowerPoint Templates.
Full download can be found here:
http://pptlab.com/ppt/Transformation-Maps-27
Leading Digital Transformation: Mit Lean Collaboration zum WettbewerbsvorteilDr. Paul Gromball
This document outlines a digital transformation roadmap with the following key points:
1. It discusses enabling technology solutions from Microsoft and how TMG can help clients turn technology into business results through digital business case design.
2. TMG's digital transformation program setup involves selecting pilot business cases, change management, and establishing internal and external communities to drive digital leadership from within organizations.
3. Examples of digital business cases include sales and after sales, HR management, and finance, with the goal of top-line growth, cost reduction, and profit improvement.
This is the Transformation Roadmap for Al-Aqariya TV after the last take over and management change, the plan aimed at developing a healthy sustainable business, it was provided by TAQAT Team, managed and designed by Mohamed Adam. The goal was to offer the new investors a better strategy to manage the Broadcasting Business in the edge of Financial Crisis.
This module aims to differentiate between managers and leaders and develop leadership skills for the 21st century. It is a short 2-day course delivered 70% face-to-face and 30% online. The course consists of 3 lectures, 3 seminars involving case studies and tasks, and a networking afternoon. It uses both physical and online components like lectures, seminars, workshops, case studies, and discussion boards to facilitate communication, guidance, reflection, and demonstration of skills learned. Upon completion, participants will receive a certificate of completion.
Evaluation techniques of teaching: focus groups and Nominal Group TechniqueTünde Varga-Atkins
Slides accompanying a 90-min SEDA workshop on 15th Nov 2012.
Credit to Tunde Varga-Atkins, Jaye McIsaac and Ian Willis, University of Liverpool.
It is the first time we have introduced our new, combined approach for gathering student feedback on teaching. The method can also be used in other contexts such as curriculum review or development.
The Nominal Group Technique is akin to focus groups, but with more structure and an immediate, quantitative output. Our approach has been to combine two stages: stage 1, focus group, followed by stage 2: nominal group. We have found this an effective approach at the University of Liverpool.
The document describes an archiving system called Our:chive that aims to capture the decision making process of work teams by representing diversity of opinions and debates. It discusses how the system could guide team members to curate meeting notes, retrace previous debates, and revisit initial work. Personas and scenarios are used to explore how individuals might interact with and make use of the archiving system.
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.
The document outlines a training plan for the Green Team employees of XYZ Recycling. The 33.5 hour training over 3 weeks will provide skills to educate residents about recycling. Trainees will learn about teamwork, XYZ's mission and services, strategies for interacting with residents, and techniques for mapping and reporting recycling pick-ups. The workshop style training includes discussions, role-playing, presentations, and guest speakers. The goal is for trainees to gain the knowledge and skills needed to successfully promote recycling in multi-family dwellings.
The document discusses the concept of a learning organization (LO). It begins by outlining challenges facing organizations like changing work environments and increased competition. It then defines LO according to different authors, emphasizing continual learning and adaptation.
Senge's five disciplines for building an LO are explained: personal mastery, shared vision, mental models, team learning, and systems thinking. Key aspects of an LO include a supportive learning culture, concrete learning processes, and leadership that reinforces learning. Knowledge management is also important, involving knowledge identification, storage, transfer and utilization for innovation.
Overall, the document provides an overview of the LO concept, its importance for organizations, and factors necessary to build and sustain a learning organization.
- The document discusses the author's experience capturing full-length lectures for critique and student review, but found technological issues and that students did not use them as intended.
- Research on lecture capture is mixed, with some studies finding students like the flexibility but spend little time actually watching, while others question the value of investment.
- The author then experimented with shorter screencast lectures focusing on key concepts, and adding student engagement through questions and focus groups. Feedback was that videos were still too long so chapters were added, but opinions on added video were mixed.
- Moving forward, the author proposes exploring online discussion, games, open resources, and student co-creation to further engage students and push learning
This document outlines user research methods that can be used from exploration to ideation. It discusses contextual inquiry to understand users in their environments, group interpretation to make sense of findings, affinity diagramming to organize insights into themes, wall walking to generate design ideas, identifying hot ideas, and visioning sessions to flesh out concepts. The goal is to use these qualitative research techniques to deeply understand users and generate innovative design solutions that meet user needs.
This document provides guidance on instructional design. It outlines five steps:
1. Delineate the parameters of the instructional design project by analyzing factors like curriculum, clientele, resources, and goals.
2. Analyze available resources and technologies, and consider appropriate pedagogical strategies and frameworks. Provide examples of good and bad models.
3. Expand one's techno-pedagogical mindset by considering how technologies can support constructivist learning and social interaction through tools, activities, and collaboration.
4. Produce an initial instructional design based on the analysis.
5. Test, prototype, evaluate and adjust the design through an iterative process.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
The document describes an archiving system called Our:chive that aims to capture the decision making process of work teams by representing diversity of opinions and debates. It discusses how the system could guide team members to curate meeting notes, retrace previous debates, and revisit initial work. Personas and scenarios are used to explore how individuals might interact with and make use of the archiving system.
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.
The document outlines a training plan for the Green Team employees of XYZ Recycling. The 33.5 hour training over 3 weeks will provide skills to educate residents about recycling. Trainees will learn about teamwork, XYZ's mission and services, strategies for interacting with residents, and techniques for mapping and reporting recycling pick-ups. The workshop style training includes discussions, role-playing, presentations, and guest speakers. The goal is for trainees to gain the knowledge and skills needed to successfully promote recycling in multi-family dwellings.
The document discusses the concept of a learning organization (LO). It begins by outlining challenges facing organizations like changing work environments and increased competition. It then defines LO according to different authors, emphasizing continual learning and adaptation.
Senge's five disciplines for building an LO are explained: personal mastery, shared vision, mental models, team learning, and systems thinking. Key aspects of an LO include a supportive learning culture, concrete learning processes, and leadership that reinforces learning. Knowledge management is also important, involving knowledge identification, storage, transfer and utilization for innovation.
Overall, the document provides an overview of the LO concept, its importance for organizations, and factors necessary to build and sustain a learning organization.
- The document discusses the author's experience capturing full-length lectures for critique and student review, but found technological issues and that students did not use them as intended.
- Research on lecture capture is mixed, with some studies finding students like the flexibility but spend little time actually watching, while others question the value of investment.
- The author then experimented with shorter screencast lectures focusing on key concepts, and adding student engagement through questions and focus groups. Feedback was that videos were still too long so chapters were added, but opinions on added video were mixed.
- Moving forward, the author proposes exploring online discussion, games, open resources, and student co-creation to further engage students and push learning
This document outlines user research methods that can be used from exploration to ideation. It discusses contextual inquiry to understand users in their environments, group interpretation to make sense of findings, affinity diagramming to organize insights into themes, wall walking to generate design ideas, identifying hot ideas, and visioning sessions to flesh out concepts. The goal is to use these qualitative research techniques to deeply understand users and generate innovative design solutions that meet user needs.
This document provides guidance on instructional design. It outlines five steps:
1. Delineate the parameters of the instructional design project by analyzing factors like curriculum, clientele, resources, and goals.
2. Analyze available resources and technologies, and consider appropriate pedagogical strategies and frameworks. Provide examples of good and bad models.
3. Expand one's techno-pedagogical mindset by considering how technologies can support constructivist learning and social interaction through tools, activities, and collaboration.
4. Produce an initial instructional design based on the analysis.
5. Test, prototype, evaluate and adjust the design through an iterative process.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
1. Communal Discovery Road Map
Curious Learners Seeking Transformation
Ask Questions
Text Discover Choose Specific
Overview Answer Questions Application
“Center” Summary
Gather Clues
leader listens for
communal discovery steps
“center” of
group answers discussion leader highlights
questions (throughout) the “center”
(20-25 min) through summary
leader selects (2-3 min)
6-10 questions
group shares (no time)
clues & leader selects and
questions presents application
(6-8 min) that fits the “center” and
individual study: the characteristics of the
note clues & group
questions (10-15 min)
discussion activity
welcome (5-7 min)
read text
learn context
set ground rules
(8-12 min)
pique group’s curiosity help take good notes on involve whole group listen for themes thematic, not be specific and bold;
group stay questions & clues & repeated ideas chronological consider group application
create comfortable & engaged; facilitate in discussion summary, using
welcoming clear real-time decision: discussion: “what do words of group powerful preaching that
environment instructions select enough but others think?” listen for Holy calls group into response
Leadership challenge
not too many Spirit’s direction choose
questions affirm and recap application save time for response and
periodically branch accountability