The document discusses the design and business strategy for communicating the value of UC Forward. It proposes using the term "Transdisciplinary" to describe the new program concept and developing a corresponding sequence of courses and certificate. The messaging would focus on learning in a real world setting and gaining skills to solve problems. The communication strategy would use a casual tone, images of people and learning, and target honors students and advisors through various advertising channels.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
This document provides an overview of workshop 1 of the APP PGR course. The workshop covers course introduction, reflective practice, research and teaching philosophy. It discusses what PGR teachers do, provides examples of student feedback, and outlines the student and tutor pledge. Key aspects of the workshop include clarifying the APP PGR framework, familiarizing with e-portfolios and assessments, reflecting on teaching philosophy, and examining models of reflective practice. Learning outcomes include understanding the APP PGR framework, reflective practice, and beginning to construct a teaching philosophy statement.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
TTMPH Fa14 Week 4: Fixed and Growth Mindset & Assessment that Supports LearningPeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
This document provides an overview of workshop 1 of the APP PGR course. The workshop covers course introduction, reflective practice, research and teaching philosophy. It discusses what PGR teachers do, provides examples of student feedback, and outlines the student and tutor pledge. Key aspects of the workshop include clarifying the APP PGR framework, familiarizing with e-portfolios and assessments, reflecting on teaching philosophy, and examining models of reflective practice. Learning outcomes include understanding the APP PGR framework, reflective practice, and beginning to construct a teaching philosophy statement.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
The document provides support materials for teaching Media Studies H540: Critical Perspectives in Media: G325 at A2 level. It includes a suggested scheme of work covering 45 hours with topics on contemporary media regulation. Lesson plans provide teaching activities, suggested resources, and points to note for each topic. Activities include brainstorming press freedom, evaluating case studies of media misrepresentation, researching self-regulation through the Press Complaints Commission, and a reading exercise on regulation and control with a case study on Elton John vs. The Sun newspaper. Students present on the role of the PCC and complete a reading activity on the history of press standards for homework.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
The document provides guidance on developing a collaborative learning culture in the classroom through knowledge building. It discusses four key phases:
1) Understanding students' prior knowledge and facilitating initial inquiry.
2) Using a four-step teaching strategy: (1) Provide information to stimulate thinking, (2) Scaffold group inquiry through methods like think cards and reciprocal teaching, (3) Make ideas public on a Knowledge Building Wall, (4) Facilitate choosing questions for further discussion.
3) Starting knowledge building and using the Knowledge Forum platform.
4) Deepening knowledge building discussions through reviewing work, synthesizing ideas, and moving to new discussions.
This document discusses challenge-based learning, which involves students solving open-ended problems and challenges. It defines challenge-based learning and compares it to other forms of project-based learning. The document outlines key aspects of designing challenge-based learning projects, including establishing essential questions, developing performance assessments, and scaffolding learning through various stages of student autonomy. Resources for challenge-based learning are also provided.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
This document discusses the elements of inquiry-based learning. It begins by asking what the critical elements of inquiry are and provides an overview of different types of inquiry approaches like project-based learning, guided inquiry, and open inquiry. It then discusses elements that must be considered when planning inquiry-based lessons like tapping prior knowledge, generating intriguing questions, developing an investigation plan, analyzing resources, drawing conclusions, and reflecting. The document also discusses what inquiry looks like in different subject areas and emphasizes building a learning community focused on evidence, viewpoints, connections, imagination, and relevance.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
This document provides a summary of Dr. Nico Rutten's presentation on course redesign. The presentation includes the following sections: 1) About the presenter, 2) Research models and findings from cognitive psychology, 3) Models for teaching such as blended learning, flipped classroom, and peer instruction, 4) Features of the Canvas learning management system, 5) The H5P interactive content authoring tool, and 6) Bonus opportunities for students to earn extra credits by sharing research, opinions, questions, or expert videos.
This document outlines plans for workshops on developing interdisciplinary units in the MYP at CIEDI. The goals are to understand interdisciplinarity and how to make it effective in teaching and learning. Workshops will be held in October and November 2014 to introduce interdisciplinarity and develop initial interdisciplinary units. Further workshops and collaborative meetings will take place to refine the units, with implementation from March to May 2015 and subsequent reflection. Regular progress checks are also scheduled to support the process.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Here is an example using the objective strand you provided:
In order for students to use appropriate mathematical language (symbols, terminology) in both oral and written statements, students must comprehend and use language with accuracy, clarity, and discernment. (ATL Category: Thinking, ATL Cluster: Critical Thinking)
When considering the authentic assessment task, students will need to organize and interpret data and communicate their findings to an audience. Therefore, an additional skill that could be explicitly taught is:
Structure information in summaries, essays and reports. (ATL Category: Communication, ATL Cluster: Communication)
By identifying the key skills needed to successfully complete the task, teachers can ensure students have opportunities to develop those skills through the
The College Classroom (Wi15) Session 5: Active LearningPeter Newbury
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
The document discusses moving towards a more learner-centered approach to education. It suggests replacing subject disciplines with problems or themes, assessing students based on projects rather than tests, and having more learning take place outside the classroom. The goal is for students to create their own evidence of learning that makes a real-world difference. Learner-centeredness should be a mindset for all ages and learners. It questions how to design curriculum focusing on 21st century skills like collaboration and giving students more voice and choice in their learning. The document advocates developing a learning-centered ethos with engaged and community-focused learning.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
The document provides a snapshot of various BSE and NSE indices in India as of November 13, 2013 at 4:00 PM. It lists the current, open, high, low, previous close, change, percentage change, advance/decline ratio, 52-week high and low, and PE ratio for over 30 indices tracking different sectors of the Indian economy. The indices saw mixed performance on the day with some indices such as S&P BSE Bankex and CNX Bank Nifty rising over 0.5% while others such as S&P PSU and CNX PSU Bank saw smaller gains around 0.1%.
- The document provides a snapshot of various Indian stock market indices as of November 5, 2013 at 4:00 PM, including the SENSEX, Nifty, Bank Nifty, and other sectoral indices.
- It lists the current value, day's high and low, previous close, change from previous close in absolute and percentage terms, and other statistical data for each index.
- The indices covered include broad market indices as well as sectoral indices tracking automobiles, banks, IT, healthcare, FMCG and other sectors.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
The document provides support materials for teaching Media Studies H540: Critical Perspectives in Media: G325 at A2 level. It includes a suggested scheme of work covering 45 hours with topics on contemporary media regulation. Lesson plans provide teaching activities, suggested resources, and points to note for each topic. Activities include brainstorming press freedom, evaluating case studies of media misrepresentation, researching self-regulation through the Press Complaints Commission, and a reading exercise on regulation and control with a case study on Elton John vs. The Sun newspaper. Students present on the role of the PCC and complete a reading activity on the history of press standards for homework.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
The document provides guidance on developing a collaborative learning culture in the classroom through knowledge building. It discusses four key phases:
1) Understanding students' prior knowledge and facilitating initial inquiry.
2) Using a four-step teaching strategy: (1) Provide information to stimulate thinking, (2) Scaffold group inquiry through methods like think cards and reciprocal teaching, (3) Make ideas public on a Knowledge Building Wall, (4) Facilitate choosing questions for further discussion.
3) Starting knowledge building and using the Knowledge Forum platform.
4) Deepening knowledge building discussions through reviewing work, synthesizing ideas, and moving to new discussions.
This document discusses challenge-based learning, which involves students solving open-ended problems and challenges. It defines challenge-based learning and compares it to other forms of project-based learning. The document outlines key aspects of designing challenge-based learning projects, including establishing essential questions, developing performance assessments, and scaffolding learning through various stages of student autonomy. Resources for challenge-based learning are also provided.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
This document discusses the elements of inquiry-based learning. It begins by asking what the critical elements of inquiry are and provides an overview of different types of inquiry approaches like project-based learning, guided inquiry, and open inquiry. It then discusses elements that must be considered when planning inquiry-based lessons like tapping prior knowledge, generating intriguing questions, developing an investigation plan, analyzing resources, drawing conclusions, and reflecting. The document also discusses what inquiry looks like in different subject areas and emphasizes building a learning community focused on evidence, viewpoints, connections, imagination, and relevance.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
This document provides a summary of Dr. Nico Rutten's presentation on course redesign. The presentation includes the following sections: 1) About the presenter, 2) Research models and findings from cognitive psychology, 3) Models for teaching such as blended learning, flipped classroom, and peer instruction, 4) Features of the Canvas learning management system, 5) The H5P interactive content authoring tool, and 6) Bonus opportunities for students to earn extra credits by sharing research, opinions, questions, or expert videos.
This document outlines plans for workshops on developing interdisciplinary units in the MYP at CIEDI. The goals are to understand interdisciplinarity and how to make it effective in teaching and learning. Workshops will be held in October and November 2014 to introduce interdisciplinarity and develop initial interdisciplinary units. Further workshops and collaborative meetings will take place to refine the units, with implementation from March to May 2015 and subsequent reflection. Regular progress checks are also scheduled to support the process.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Here is an example using the objective strand you provided:
In order for students to use appropriate mathematical language (symbols, terminology) in both oral and written statements, students must comprehend and use language with accuracy, clarity, and discernment. (ATL Category: Thinking, ATL Cluster: Critical Thinking)
When considering the authentic assessment task, students will need to organize and interpret data and communicate their findings to an audience. Therefore, an additional skill that could be explicitly taught is:
Structure information in summaries, essays and reports. (ATL Category: Communication, ATL Cluster: Communication)
By identifying the key skills needed to successfully complete the task, teachers can ensure students have opportunities to develop those skills through the
The College Classroom (Wi15) Session 5: Active LearningPeter Newbury
Here are some tips for using video effectively in class:
- Preview the video yourself and select the most relevant clips. Don't just play the whole thing.
- Provide context and focus questions to help students actively watch and learn.
- Pause periodically to check for understanding and discuss.
- Consider having students take notes during viewing.
- Follow up with activities that build on concepts from the video.
The goal is active, engaged viewing rather than passive watching. With the right framing and in-class activities, video can enhance learning when used judiciously.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
The document discusses moving towards a more learner-centered approach to education. It suggests replacing subject disciplines with problems or themes, assessing students based on projects rather than tests, and having more learning take place outside the classroom. The goal is for students to create their own evidence of learning that makes a real-world difference. Learner-centeredness should be a mindset for all ages and learners. It questions how to design curriculum focusing on 21st century skills like collaboration and giving students more voice and choice in their learning. The document advocates developing a learning-centered ethos with engaged and community-focused learning.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
The document provides a snapshot of various BSE and NSE indices in India as of November 13, 2013 at 4:00 PM. It lists the current, open, high, low, previous close, change, percentage change, advance/decline ratio, 52-week high and low, and PE ratio for over 30 indices tracking different sectors of the Indian economy. The indices saw mixed performance on the day with some indices such as S&P BSE Bankex and CNX Bank Nifty rising over 0.5% while others such as S&P PSU and CNX PSU Bank saw smaller gains around 0.1%.
- The document provides a snapshot of various Indian stock market indices as of November 5, 2013 at 4:00 PM, including the SENSEX, Nifty, Bank Nifty, and other sectoral indices.
- It lists the current value, day's high and low, previous close, change from previous close in absolute and percentage terms, and other statistical data for each index.
- The indices covered include broad market indices as well as sectoral indices tracking automobiles, banks, IT, healthcare, FMCG and other sectors.
The document discusses various aspects of branding and marketing. It defines a brand as a product with unique character and consistent image. It then lists different types of brands such as corporate brands, umbrella brands, and co-brands. It also discusses brand extension and line extension strategies. The document outlines the steps involved in brand planning and development, including developing concepts, visuals, copywriting, and final execution. It notes the importance of finding common ground and being consistent yet flexible in branding strategies.
The document outlines a proposed Bachelor of Individualized Study (B.I.S.) degree in Design Strategy. It begins by defining design strategy as a new discipline that helps firms decide what to make, why, and how to innovate over the long term by using design methods to generate strategies. It then discusses why the individual wants to pursue this self-designed major over the existing design programs, noting that it allows acquiring unique interdisciplinary skills. The proposal outlines the objectives, core competencies, and course requirements for the B.I.S. in Design Strategy, which combines aspects of industrial design, marketing, and cultural anthropology.
The document provides a snapshot of various Indian stock market indices as of 13 December 2013, including the S&P BSE Sensex (30 stocks), Nifty 50, Bank Nifty, and other sectoral indices. It lists the current and 52-week high and low values, as well as the opening, high, low, previous closing values and changes for each index. Most indices saw gains of around 1% compared to the previous close. The Bank Nifty saw the largest gain of over 2%.
This document discusses integrative learning and the use of ePortfolios at Dominican University. It provides an overview of key places for integrative learning, such as LAS seminars and ePortfolio development. It also outlines the goals and feedback from assignments given in courses to promote reflective practice, make connections across disciplines, and reflect on learning experiences. EPortfolios are highlighted as an excellent way to achieve integrative learning and help students make meaningful connections, accurately evaluate their learning, and discern how their experiences and coursework fit together.
21st century student engagement and success through collaborative project-bas...Beata Jones
The document discusses using project-based learning (PjBL) to engage 21st century students and promote deeper learning outcomes. It outlines challenges in modern education and the need for skills like collaboration, problem-solving and digital literacy. The author shares their experience using PjBL approaches across different courses, which improved student grades and feedback. Scaffolding tools and structuring collaboration are presented as ways to enhance PjBL learning environments and outcomes.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
MML2008 Anglia Ruskin Cambridge Simon BignellSimon Bignell
A talk given at MML2008 conference at Anglia Ruskin University. Blended Learning with 3D Virtual Environments. Simon Bignell - University of Derby.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
First principles of brilliant teachingTansy Jessop
This document summarizes key principles of brilliant teaching from a conference presentation. It discusses 5 principles: 1) knowing your subject matter, 2) selecting and structuring content, 3) connecting to prior student knowledge, 4) using metaphors and examples, and 5) challenging students with high expectations. Specific techniques are described like formative blogging assignments, connecting course content to students' emotions, and adapting teaching methods across disciplines. The presentation also covered theories of teaching, signature pedagogies of different fields, and myths about innate teaching abilities.
student engagement and success through collaborative PjBLBeata Jones
This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
The document summarizes key points from a workshop on theories of learning and teaching, teaching philosophy, and reflective practice. It discusses theories like constructivism and learner-centeredness. It also covers topics like conceptions of teaching, active learning strategies, differentiation, and constructive alignment of learning outcomes, assessments, and content. The document provides an overview of the workshop's content to introduce participants to important concepts in teaching practice in higher education.
This document discusses strategies for preparing students for 21st century skills. Key points:
- Schools should focus on preparing students for the modern workforce rather than solely college. Critical thinking, collaboration, and problem solving are emphasized.
- Effective teaching uses multiple strategies to help students make connections and move information from working to long-term memory. These include experiential learning, visualizations, and opportunities for interaction.
- 21st century skills include critical thinking, communication, collaboration, creativity, and learning self-reliance. Innovation requires both incremental and disruptive changes. Students need opportunities to develop these skills through practice on real-world projects.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
The document proposes revolutionizing higher education in business administration through an entrepreneurial learning model. It advocates developing methods to identify each student's zone of proximal development and expanding learning environments where students participate in building new knowledge. The goal is for education to serve society by delivering professionals and expanding the human knowledge base through collective action in learning communities within and beyond the classroom.
1) The document discusses empowering student learning through knowledge production rather than consumption. It advocates for active, producing students through group activities, peer learning, and developing generic skills.
2) Examples of in-class active learning activities are described, like role plays and conceptualization exercises. Benefits include reduced assessment load and more feedback.
3) Assessment is aligned with the active learning methodology through exams focusing on higher order skills and applied, creative questions. Blogs are also used for assessment to encourage independent, reflective thinking.
MRR - Teaching, Learning and Research in Engineering EducationRaja Reddy Mitta
- Problem-based learning (PBL) is an approach to construct courses using problems as the stimulus for student activities, with the goals of developing thinking skills and helping students become independent learners. PBL promotes interaction, self-directed learning, and collaboration between students.
- Undergraduate research engages students in hands-on learning, enhances their experience through faculty mentoring, and provides career preparation. It develops critical thinking and other skills. Students normally participate in an ongoing research project under faculty supervision to investigate phenomena of interest.
- Teaching and research should be integrated and help improve one another. When faculty research is introduced into teaching, it provides students with accurate and up-to-date information with relevant examples
Early-stage educational steps needed to create more effective R&D driversPiotr Szymański
Early-stage educational steps are needed to create more effective R&D drivers. The document outlines problems in middle school education including a lack of entrepreneurial attitude and knowledge. It discusses mental problems and recommends celebrating failures. Solutions that worked elsewhere included concentration on leadership, internships, and innovation programs. The document recommends changing how existing curriculums are taught by engaging seniors, alumni, and third parties. New program ideas focused on barrier crossing and entrepreneurship courses.
Empowering student learning through knowledge productionlinioti
1) The document discusses empowering students through knowledge production by having them actively engage in learning activities like group work, role plays, mind maps and blogs instead of just passively receiving information.
2) When students actively participate in varied learning activities that mimic the type of assessment, it leads to deeper learning compared to traditional lectures. It also reduces assessment load and provides more feedback.
3) A case study details how incorporating structured in-class group activities and out of class blogs led students to feel more engaged, take ownership of their learning, and perform better on aligned assessments focusing on higher order skills.
This document discusses different approaches to learning including behaviorism, constructivism, and social constructivism. It compares problem-based learning and inquiry-based learning, both of which are constructivist approaches. Problem-based learning uses ill-structured problems or case studies as the starting point for students to identify what they need to learn to solve the problem. It involves students working collaboratively to investigate problems, identify solutions, and present their findings. Inquiry-based learning follows a similar process of asking questions, investigating, discussing, creating, and reflecting, allowing students to take the lead in their learning.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?
Design Strategy for UCForward
1.
2.
3.
4. UC Forward’s Brand Gap
Design: BusinessStra
Well thought tegy:
out course Powerful
syllabi, progr Message to
am get buy-in
curriculum, a from
nd PBB students, fac
admin model ulty, friends
of UC
5. UC Forward’s Brand Gap
Design: Business
Well thought Strategy:
out course Powerful
syllabi, progr Message to
am get buy-in
curriculum, a from
nd PBB students, fac
admin model ulty, friends
of UC
The joint creation and communication of
UC Forward’s value
7. Focus.
Who are you? What do you do? Why does it matter?
What is the BIG Course?
What does the BIG Course do?
8. A collective of diverse
students.
• “not your typical college class”
• “closest course to "real life" I have
ever experienced”
• “connects students from various
disciplines to work toward a
common goal”
• “students from different areas of
study can come together to work in
a cooperative atmosphere, sharing
ideas and learning from each other”
• “encourages collaboration”
9. Teaches Teamwork
• “an opportunity to work in a
multidisciplinary environment”
• “to bridge the gap and forge a
connection between right and left-
side of the brain thinking.”
• “Teach people how different
disciplines can work together
towards a common goal”
• “broadening the exposure of
students to become more attuned
to working in a team-like setting
and seeing different approaches to
a problem”
10. Brand is a gut feeling. What
they say it is.
When you think about your
experiences in the BIG
course, what three feelings first
come to mind?
11. Discovery
• “amazement at the difference in
approaches”
• “mind opening”
• “wonder at how to best work with
each other”
• “explorative”
• “different style of teaching”
• “Expanded”
16. Trust= reliability + delight.
Why are you pursuing a college
degree?
Do you feel this course benefited you in
that goal Why or why not?
17. Social Acceptance and
Personal Satisfaction
• Get a good job”
• “be better equipped to help tackle
the problems that afflict the world
around us.”
• “Because that is the accepted
thing to do”
• “I love learning, and it was
necessary for my career”
• “to pursue a dream of building
spacecraft”
18. Employers value
collaboration skills and
students felt personal
growth
• “shown me what real-life
collaboration is truly like”
• “it actually taught me something”
• “they like to here that I am well
rounded and good at collaboration”
• “Totally. Helped me learn how to
communicate cross discipline.”
19. Trust= reliability + delight.
What was a delightful part of the
course?
What was unpleasant?
20. New structure, pace,
and people
• “Each class was different and it
was not a typical lecture course”
• “taking a step back from
aerospace for a little bit”
• “learn purpose and function of the
right and left sides of the brain.”
• “meeting new people who i never
would have crossed paths with
otherwise”
21. Outside of Comfort
Zone
• “Completing work on weekends - I
never stay on campus on the
weekends”
• “Nothing too difficult”
• “It was difficult to balance the
coursework from this course with
that of some of my other classes.”
• “working outside of my field of
specialty”
• “Communicating ideas cross
discipline”
22. Be different.
How is this course different from others
you have taken?
What is a new experience you had in
this course?
23. "Polychromatic" vs.
Monochromatic”
• “Really hands on - most courses
are theoretic”
• “they were each completely
unique in both teaching style and
topic”
• “new and exciting”
• “No lecturing”
24. Experiential
Methodology
• “Journaling”
• “interactive teaching style”
• “Just learning things from peers”
• “This course allowed me the
opportunity to present in front of
some of the top members of the
University's faculty, an opportunity I
have not received in any of my
other courses.”
25. Addcharisma to the brand
(aka feeling)
If the BIG Course was a person or character, who would it be?
If the BIG Course was a car, what would it be and why?
If the BIG Course was a color, what would it be and why?
If the BIG Course was a song, what song would it be and why?
26.
27. Innovate.
This concept needs to scare the hell out of everybody.
What thoughts come to mind
when you look at this learning
experience?
28.
29. Boring and Impersonal
• “Zzzzzzzzzzzz”
• “No personal connection. Could
skip or sleep and it would not
matter. Huge screens with font=not
interesting at all. Chairs do not look
comfortable so I hope the class
does not last longer than an hour.”
• "I wonder if my professor notices
that I'm texting under the table. . . O
wait! I'm sitting all the way in the
back!"”
• “freshman chemistry class”
• “boring snooze”
•“Boring and hard to ask questions”
30.
31. Personable and
Stimulating
• “Personalized and a relationship is
built with the instructor”
• “YAAAAAY”
• “Lots of hands on learning here,
not just from the teach but from
everyone involved. Interest levels
will be maintained throughout,
unless it is hard to hear or see what
is happening.”
• “that woman is really on the spot”
• “fun, interactive”
• “Visual. Realistic. Eye-Opening.”
32. Collaborate.
1+1=11. The mathematics of collaboration is nothing short of
magic.
So let’s continue to work together
to create and communicate the
value of UC Forward
34. Naming “Transdiciplinary”
– Pros
• Completely new term for the
university, to express new program
concept
• Alliteration with “T” student diagram.
Creates parallels.
– Cons
• Interdisciplinary has been used thus
far, and there already have been
marketing materials made
35. Sources
• Multidisciplinary:
– Multiple disciplines come together to work on a project, but retain their methodologies and assumptions. The
relationship may be mutual and cumulative but not interactive. (Augsburg 2005: 56)
• Interdisciplinary:
– Involves the combining of two or more disciplines into one single discipline. (Wikipedia, 2011)
– The Canadian Institute of Health Research says Interdisciplinary is defined as the ability to analyze,
synthesize and harmonize links between disciplines into a coordinated and coherent whole. (CIHR, 2005)
• Transdisciplinary:
– solve problems that cannot be solved from one area of study alone. Transdisciplinarity arises when
participating experts interact in an open discussion and dialogue, giving equal weight to each perspective
and relating them to each other. Transdisciplinarity is also used to signify a unity of knowledge beyond
disciplines. (Mittelstrass 2003). (Wikipedia, 2011).
36. C T
Catapulting UC Forward to itsTransformation
ransdisciplinary oursework
Intro to Transdiciplinary UC3 Certificate
Studies class (aka BIG)
Yearly Academic
Corresponding Themes
Sequence of 2 upper
level studios
37. “T” BOK Guideline
Courses which qualify under the “T” BOK have one or more of the following:
• Teach students how other disciplines approach problems
• Teach students how to devise a team that compliments member strength/weakness
• Allow students to speak across disciplines
• Promote creative problem solving techniques
• Allow students to apply skills to a multitude of problems
39. Messaging
Learning in a real world setting.
Practice the process for solving the world's problems; gain poise and confidence
Bring the world to the classroom, instead of the classroom to the world.
See the big picture.
Break out of your box.
Learn about others, while learning about yourself.
Fortify yourself against for the competitive global environment
40. Communication Strategy
• Tone
– Conversational
– Casual
• Color scheme
– Red and Black
• Images
– People
– Empathy
– Learning Environment
– Project Outcomes
41. Advertising Channels
– Honors
• Listserv
• Honors 101 Classes
– University-wide
• Academic Advisors
• Highlight in learning opportunities
• News Record
• Learning Communities
• College Day
• Experiential Learning: add to site
http://www.uc.edu/provost/offices/undergraduate-affairs/icl/experiential-
learning.html
Editor's Notes
The design of the courses and the marketing of the courses needs to be integrated. Work together to communicate their value.