This document provides an agenda for a professional development session on design thinking and universal design for learning. The session will introduce the fundamentals of design thinking and have participants apply the design thinking process to problems of practice. It will also explore the universal design for learning guidelines and how to apply them to online teaching. The agenda includes times for introductions, presentations, group work, breaks and reflection. Shared workspaces and resources are also provided.
This document discusses mobile learning, including what it is, how to design it, and how to implement it well. Mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices." Key considerations for design include aligning the content learning goals, pedagogical approach, and technological affordances of mobile devices. Best practices involve examining both macro-level issues like cost and management, as well as micro-level classroom practices like preparation, in-class use, and follow up. The advantages of mobile learning include increased independence, engagement, and communication for learners.
This document provides an agenda for a workshop on revisiting backwards design and planning online course modules. The workshop will include an introduction, discussion of topics like the TPACK framework and learning management systems, a break, and time for participants to design an online course module using backwards design. Participants will choose a learning management system, fill out a backwards design table to align learning goals, activities and assessments, and start building their online module. The goal is for educators to learn strategies for designing online courses and to create one module they can use in an online course.
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
This presentation includes the following topics:
- What is Project Based Learning?
- What's actually difference between Academic Based & Project Based Learning?
- How a student can proceed to change the system?
- How one get ready for Industry-Ready?
- Explore Google to learn more
- Thanks!
You can reach me out at kalraramneek@ieee.org
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
Cultivating Project-Based Learning & Leadership in Engineering EducationRamneek Kalra
This document discusses cultivating project-based learning and leadership in engineering education. It outlines an 8 part presentation covering: introducing project-based learning; finding a problem statement and solution; choosing the right team and technology; conducting in-depth research; prototype development; securing your idea; how to deploy leadership; and an interactive Q&A session. Project-based learning is defined as learning by developing an idea into a product. Key aspects of finding a problem/solution, choosing a team and technology, research, and prototype development are discussed. Leadership in engineering is said to require adaptability, emotional intelligence, growth mindset, creativity/innovation, and social intelligence.
Towards engaging facilitation strategiesMona Younes
This document discusses strategies for engaging and collaborative facilitation. It begins by introducing the facilitator, Dr. Mona Younes, and setting expectations and goals for the process. The main goals discussed are humanization of online communication, chunking of online activities and content, and collaborating to achieve productivity. Specific techniques recommended for humanization include cultivating a human presence, doing homework to know partners well, and continuing communication via multiple channels. Micro-learning and the use of collaborative tools like Mural are also discussed as ways to chunk content and facilitate collaboration. The document models these facilitation strategies through polling questions, breakout activities, and asynchronous elements to continue the discussion.
This document discusses mobile learning, including what it is, how to design it, and how to implement it well. Mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices." Key considerations for design include aligning the content learning goals, pedagogical approach, and technological affordances of mobile devices. Best practices involve examining both macro-level issues like cost and management, as well as micro-level classroom practices like preparation, in-class use, and follow up. The advantages of mobile learning include increased independence, engagement, and communication for learners.
This document provides an agenda for a workshop on revisiting backwards design and planning online course modules. The workshop will include an introduction, discussion of topics like the TPACK framework and learning management systems, a break, and time for participants to design an online course module using backwards design. Participants will choose a learning management system, fill out a backwards design table to align learning goals, activities and assessments, and start building their online module. The goal is for educators to learn strategies for designing online courses and to create one module they can use in an online course.
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
This presentation includes the following topics:
- What is Project Based Learning?
- What's actually difference between Academic Based & Project Based Learning?
- How a student can proceed to change the system?
- How one get ready for Industry-Ready?
- Explore Google to learn more
- Thanks!
You can reach me out at kalraramneek@ieee.org
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
Cultivating Project-Based Learning & Leadership in Engineering EducationRamneek Kalra
This document discusses cultivating project-based learning and leadership in engineering education. It outlines an 8 part presentation covering: introducing project-based learning; finding a problem statement and solution; choosing the right team and technology; conducting in-depth research; prototype development; securing your idea; how to deploy leadership; and an interactive Q&A session. Project-based learning is defined as learning by developing an idea into a product. Key aspects of finding a problem/solution, choosing a team and technology, research, and prototype development are discussed. Leadership in engineering is said to require adaptability, emotional intelligence, growth mindset, creativity/innovation, and social intelligence.
Towards engaging facilitation strategiesMona Younes
This document discusses strategies for engaging and collaborative facilitation. It begins by introducing the facilitator, Dr. Mona Younes, and setting expectations and goals for the process. The main goals discussed are humanization of online communication, chunking of online activities and content, and collaborating to achieve productivity. Specific techniques recommended for humanization include cultivating a human presence, doing homework to know partners well, and continuing communication via multiple channels. Micro-learning and the use of collaborative tools like Mural are also discussed as ways to chunk content and facilitate collaboration. The document models these facilitation strategies through polling questions, breakout activities, and asynchronous elements to continue the discussion.
Embedding design thinking VALA Conference June 11-12 2015Adrian Bertolini
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
Prototyping involves creating blueprints or mockups of instructional materials before full development to visualize content flow and get feedback. There are two main methods: storyboarding uses post-its or software to sketch each page or screen, while rapid prototyping uses an iterative process of testing and improving electronic prototypes. Both allow refining details early to create a more effective and efficient final product.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Learn to Use and Use to Learn: Designers as a Tool for Innovative CollaborationKecia J. Waddell Ph.D.
Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve.
*NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
This document discusses reframing technology integration in education using the SAMR model, which categorizes technology use as substitution, augmentation, modification, or redefinition. It suggests focusing lessons on engaging topics that students are passionate about or struggle with. The document explores how technologies like wearables, apps, and robotics could help modify or redefine tasks. Teachers are encouraged to collaborate on moving lessons above substitution and augmentation by developing new technology-enabled projects and assessments.
This document discusses reframing technology integration in education using the SAMR model, which categorizes technology use as substitution, augmentation, modification, or redefinition. It suggests focusing lessons on engaging topics that students are passionate about or struggle with. The document explores how technologies like wearables, apps, and robotics could help modify or redefine tasks. Teachers are encouraged to collaborate on moving lessons above substitution and augmentation by developing new technology-enabled projects and assessments.
This document discusses using DMAIC as an approach for bachelor research projects. It notes that DMAIC is an important methodology for students to learn, as it is desired by companies. However, the use of DMAIC in student research can be improved. Often, students do not fully implement solutions or secure results in the improvement and control phases. To have true impact, students need to change the current situation by fully testing and applying their solutions. The document suggests further research is needed on how students can have real impact through their work and what this means for university curricula.
Rapid Prototyping for Instructional Designover TimeJean Mullins
This document provides an overview of the evolution of rapid prototyping as an instructional design methodology from 1994 to 2015. It summarizes key papers that explored using rapid prototyping for instructional design and evaluated its effectiveness. The papers found that rapid prototyping could produce high-quality instructional materials in less time than traditional instructional design models by involving stakeholders throughout the iterative design process. However, rapid prototyping required attention to instructional design principles.
K-2 Project-Based Learning STEAM UnitsJessica Lura
This document provides information about project-based learning STEAM units for kindergarten through second grade. It includes summaries of several sample unit plans that integrate different subjects like science, technology, engineering, arts, and math. Advice is given on creating integrated units, including limiting self-imposed boundaries, thinking outside the box, starting small, and using available resources. Standards and additional resources are also referenced. Feedback from attendees is requested using links provided.
The faculty at Ormondale Elementary School in California wanted to better prepare their students for the future. They used design thinking to collaboratively create an approach called "Investigative Learning" which focuses on students shaping their own knowledge rather than just receiving information. The faculty continues to evolve this approach and share it with new teachers through documenting their philosophy and methods. Their use of design thinking helped gain support from the school board and recognition for being a distinguished school.
Some ideas and practical tips for teaching in a 1:1/laptop school. This is the 2010 version of this presentation: http://www.slideshare.net/stevekatz/middle-school-laptops
http://www.stevenkatz.com/
The document discusses research on how people learn and implications for software learning experiences. It covers learning domains, theories like behaviorism and constructivism, and cognitive apprenticeship. Research suggests guidance can hinder learning if it replaces internalization and reflection. Autodesk is exploring visualizing knowledge and using command data to highlight undiscovered functions. The goal is to facilitate learning acquisition and emergence through interactive tutorials and workflow visualization that encourage reflection.
Co-creation pedagogy from cSchool towards HAMK Design FactoryHAMK Design Factory
This document discusses the co-creation pedagogy developed at HAMK cSchool and how its principles can be applied to the new HAMK Design Factory. The co-creation pedagogy is student-centered and focuses on developing competencies through real-world, collaborative projects involving students, teachers, and businesses. Key aspects of the pedagogy include cultivating student ownership of learning, facilitating teachers, aligning learning environments and outcomes, and applying design thinking and effectuation principles. The goal is to strengthen interdisciplinary, passion-based learning at the Design Factory by building on lessons from the success of the cSchool model.
The document discusses educational technology and how it helps students acquire a deeper understanding of learning resources, processes for analyzing problems, and how technology impacts learning. It examines how educational technology prepares students by helping them master these topics through research, theory, design, production, evaluation, and utilizing technology. It focuses on effective processes that facilitate learning with technologies.
Instructional design is the systematic process of developing instructional materials to ensure quality education. It involves analyzing learning needs, developing instructional content and activities, testing materials, and evaluating the effectiveness of the instruction and learner activities.
A common model for instructional design is the ADDIE process, which consists of five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, designers analyze learner and task needs. In design, they define objectives and strategies. Development involves creating materials. Then, materials are implemented and evaluated for effectiveness.
Some weaknesses of the ADDIE model include that the upfront analysis is often unrealistic, it ignores political realities, storyboards are ineffective design tools, and
The document discusses a study that implemented student-generated webpages to improve math revision and development. Students created individual webpages to revise course content and received peer feedback to further develop their pages. Initial results found that the webpages engaged students in active revision and ongoing learning compared to traditional techniques. The full results of student performance and opinions on the impact of the webpages will be presented at an upcoming conference.
The document discusses how IBM Design Thinking helps deliver better customer experiences through a human-centered design framework. It focuses on understanding customer needs, exploring potential solutions, prototyping ideas, and evaluating feedback to iteratively improve products and services. The case story provides an example of a brick and mortar client who used this process to streamline their customer experience and increase business by considering perspectives across generations and purchase channels.
This document discusses principles and exercises from IBM Design Thinking and a UXPA workshop. It describes design thinking principles like prototyping, evaluating, understanding and exploring. It outlines exercises for teams to map out user empathy and analyze a user's current experience through scenario mapping in order to understand pain points and opportunities for improvement. The goal is to move from observations to insights about the user and visualize their workflow to identify areas for better designing experiences centered around user needs.
Embedding design thinking VALA Conference June 11-12 2015Adrian Bertolini
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
Prototyping involves creating blueprints or mockups of instructional materials before full development to visualize content flow and get feedback. There are two main methods: storyboarding uses post-its or software to sketch each page or screen, while rapid prototyping uses an iterative process of testing and improving electronic prototypes. Both allow refining details early to create a more effective and efficient final product.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Learn to Use and Use to Learn: Designers as a Tool for Innovative CollaborationKecia J. Waddell Ph.D.
Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve.
*NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
This document discusses reframing technology integration in education using the SAMR model, which categorizes technology use as substitution, augmentation, modification, or redefinition. It suggests focusing lessons on engaging topics that students are passionate about or struggle with. The document explores how technologies like wearables, apps, and robotics could help modify or redefine tasks. Teachers are encouraged to collaborate on moving lessons above substitution and augmentation by developing new technology-enabled projects and assessments.
This document discusses reframing technology integration in education using the SAMR model, which categorizes technology use as substitution, augmentation, modification, or redefinition. It suggests focusing lessons on engaging topics that students are passionate about or struggle with. The document explores how technologies like wearables, apps, and robotics could help modify or redefine tasks. Teachers are encouraged to collaborate on moving lessons above substitution and augmentation by developing new technology-enabled projects and assessments.
This document discusses using DMAIC as an approach for bachelor research projects. It notes that DMAIC is an important methodology for students to learn, as it is desired by companies. However, the use of DMAIC in student research can be improved. Often, students do not fully implement solutions or secure results in the improvement and control phases. To have true impact, students need to change the current situation by fully testing and applying their solutions. The document suggests further research is needed on how students can have real impact through their work and what this means for university curricula.
Rapid Prototyping for Instructional Designover TimeJean Mullins
This document provides an overview of the evolution of rapid prototyping as an instructional design methodology from 1994 to 2015. It summarizes key papers that explored using rapid prototyping for instructional design and evaluated its effectiveness. The papers found that rapid prototyping could produce high-quality instructional materials in less time than traditional instructional design models by involving stakeholders throughout the iterative design process. However, rapid prototyping required attention to instructional design principles.
K-2 Project-Based Learning STEAM UnitsJessica Lura
This document provides information about project-based learning STEAM units for kindergarten through second grade. It includes summaries of several sample unit plans that integrate different subjects like science, technology, engineering, arts, and math. Advice is given on creating integrated units, including limiting self-imposed boundaries, thinking outside the box, starting small, and using available resources. Standards and additional resources are also referenced. Feedback from attendees is requested using links provided.
The faculty at Ormondale Elementary School in California wanted to better prepare their students for the future. They used design thinking to collaboratively create an approach called "Investigative Learning" which focuses on students shaping their own knowledge rather than just receiving information. The faculty continues to evolve this approach and share it with new teachers through documenting their philosophy and methods. Their use of design thinking helped gain support from the school board and recognition for being a distinguished school.
Some ideas and practical tips for teaching in a 1:1/laptop school. This is the 2010 version of this presentation: http://www.slideshare.net/stevekatz/middle-school-laptops
http://www.stevenkatz.com/
The document discusses research on how people learn and implications for software learning experiences. It covers learning domains, theories like behaviorism and constructivism, and cognitive apprenticeship. Research suggests guidance can hinder learning if it replaces internalization and reflection. Autodesk is exploring visualizing knowledge and using command data to highlight undiscovered functions. The goal is to facilitate learning acquisition and emergence through interactive tutorials and workflow visualization that encourage reflection.
Co-creation pedagogy from cSchool towards HAMK Design FactoryHAMK Design Factory
This document discusses the co-creation pedagogy developed at HAMK cSchool and how its principles can be applied to the new HAMK Design Factory. The co-creation pedagogy is student-centered and focuses on developing competencies through real-world, collaborative projects involving students, teachers, and businesses. Key aspects of the pedagogy include cultivating student ownership of learning, facilitating teachers, aligning learning environments and outcomes, and applying design thinking and effectuation principles. The goal is to strengthen interdisciplinary, passion-based learning at the Design Factory by building on lessons from the success of the cSchool model.
The document discusses educational technology and how it helps students acquire a deeper understanding of learning resources, processes for analyzing problems, and how technology impacts learning. It examines how educational technology prepares students by helping them master these topics through research, theory, design, production, evaluation, and utilizing technology. It focuses on effective processes that facilitate learning with technologies.
Instructional design is the systematic process of developing instructional materials to ensure quality education. It involves analyzing learning needs, developing instructional content and activities, testing materials, and evaluating the effectiveness of the instruction and learner activities.
A common model for instructional design is the ADDIE process, which consists of five phases: analysis, design, development, implementation, and evaluation. In the analysis phase, designers analyze learner and task needs. In design, they define objectives and strategies. Development involves creating materials. Then, materials are implemented and evaluated for effectiveness.
Some weaknesses of the ADDIE model include that the upfront analysis is often unrealistic, it ignores political realities, storyboards are ineffective design tools, and
The document discusses a study that implemented student-generated webpages to improve math revision and development. Students created individual webpages to revise course content and received peer feedback to further develop their pages. Initial results found that the webpages engaged students in active revision and ongoing learning compared to traditional techniques. The full results of student performance and opinions on the impact of the webpages will be presented at an upcoming conference.
The document discusses how IBM Design Thinking helps deliver better customer experiences through a human-centered design framework. It focuses on understanding customer needs, exploring potential solutions, prototyping ideas, and evaluating feedback to iteratively improve products and services. The case story provides an example of a brick and mortar client who used this process to streamline their customer experience and increase business by considering perspectives across generations and purchase channels.
This document discusses principles and exercises from IBM Design Thinking and a UXPA workshop. It describes design thinking principles like prototyping, evaluating, understanding and exploring. It outlines exercises for teams to map out user empathy and analyze a user's current experience through scenario mapping in order to understand pain points and opportunities for improvement. The goal is to move from observations to insights about the user and visualize their workflow to identify areas for better designing experiences centered around user needs.
The document discusses topics related to team effectiveness including task and maintenance roles, leadership models, team profiles, norms, and groupthink. It provides definitions of teams and explores factors that influence individual and team performance. Some key aspects of effective teams mentioned are clearly understood goals, open communication, shared decision making, and problem solving as a group.
This document outlines factors that contribute to effective teams, including team design considerations like size and composition; developing team norms, roles, and cohesiveness; establishing processes; and ensuring a supportive organizational environment with effective reward systems, communication, and leadership.
This document outlines an agenda for a team building workshop, covering defining teams and their pros and cons, team cornerstones like shared vision and identity, core team building skills like running productive meetings, establishing values and guidelines, team composition, and organizational structure. The workshop addresses what makes a team, characteristics of high-performing teams like shared goals and identity, and the basics of developing team cornerstones.
An effective team has shared leadership, develops their own scope of work and commits time to complete tasks. Team members are mutually accountable for work products and individual performance is based on team achievements. The document discusses how to create effective teams by sharing leadership roles, developing accountability, scheduling work, and creating work products together. It also outlines the stages teams typically go through, from initially forming to storming, norming, and high performing. Qualities of a good leader are described as supporting the team and prioritizing both people and production.
This is a one day program for organizing, leading and facilitating effective teams. Participants will take part in a range of discussions, activities and exercises to learn the key elements needed for an effective and efficient team.
The document discusses the benefits and importance of teamwork in the workplace. It notes that teamwork allows for shared workloads, building bonds between employees, increased work pace, reduced risks, learning opportunities, and mutual creativity which leads to first-rate output, job satisfaction, mutual organizational interests, and an improved overall reputation for the organization. Successful teamwork is built on trust and accountability between team members. The document provides guidelines for defining duties and expectations, setting time commitments, providing feedback and advice, and recognizing accomplishments to facilitate effective teamwork.
The document discusses team effectiveness and outlines several key aspects:
- It defines what makes a team effective, including clear goals, roles, leadership, and decision-making.
- Four strategies are provided to improve team effectiveness: clarify the mission, set goals, create a plan, and conduct progress reviews.
- Additional topics covered include types of teams, factors affecting effectiveness like skills and motivation, and processes like cohesion, trust, and development over time.
Guest lecture to first year Bachelor of IT students at Queensland University of Technology in unit INB103 Industry insights, 8 March 2013.
Please note: due to the introductory nature of this lecture to the concept many of the resources have been adapted from the Stanford D School cc licensed resources.
Design Thinking: The one thing that will transform the way you thinkDigital Surgeons
What's the one thing that will transform the way you think? Design Thinking. The startups, trailblazers, and business mavericks of our world have embraced this process as a means of zeroing in on true human-centered design.
Design Thinking is a methodology for innovators that taps into the two biggest skills needed in today’s modern workplace: critical thinking & problem solving.
Of course, if you ask 100 practitioners to define it, you’ll wind up with 101 definitions.
Pete Sena of Digital Surgeons believes that Design Thinking is a process for solving complex problems through observation and iteration. At its core, he describes it as a vehicle for solving human wants and needs.
Minds are like parachutes; they only function when open. Thomas Dewar was a Scottish whiskey distiller.
Communicating ideas or insights is often the hardest part of the design process. And PowerPoint and Excel spreadsheets are limited in their ability to do this. But the communication tools used in Design Thinking—maps, models, sketches, and stories—help to capture and express the information required to form and socialize meaning in a very straightforward, human way.
The Five things that all definitions of Design Thinking have in common:
1. Isolating and reframing the problem focused on the user.
2. Empathy. A design practitioner from IDEO, the popular design and innovation firm strapped a video camera to his head and it was only then that he recognized why the ceiling is such an important factor when working with hospital patients. As a patient you lay in bed and stare at it all day. It’s these little details and true empathy that can only be realized by putting oneself in the user’s shoes.
3. Approach things with an open mind and be willing to collaborate. Creativity with purpose is a team sport.
4. Curiosity. We have to harness our inner 5-year-old here and really be inquisitive explorers. Instead of seeing what would be or what should be, consider what COULD be.
5 - Commitment. Brainstorming is easy. It’s easy to want to start a business or solve a problem. Seeing it into market and making it successful is not for the faint of heart. We’ve all read about big “wins” (multi-billion dollar acquisitions like Instagram and WhatsApp). What we don’t read about are people like Tony Fadell and Matt Rogers, who work for years before becoming industry sensations.
Pete describes what he refers to as the “Wheel of Innovation” as a process that continuously focuses on framing, making, validating, and improving on your concept. Be it as small as a core feature in your product down to the business model and business idea itself.
Design is about form and function, not art.
What are the business benefits for Design Innovation?
IDEO started an idea revolution when they coined this phrase DESIGN THINKING. Organizations ranging from early-stage startups up to Fortune 50 organizations have capitalized on this iterative appr
This is a short talk and workshop (30' + 90') to give a first introduction to design thinking. Gives theory foundation, notes a few different approaches, and then dives into one of them.
This presentation was first done at ImpactON / StartupChile evening in 2015.
"IDEO의 디자인 Thinking"
(Design Thinking from IDEO)
"왜 IDEO는 혁신적인가?"
혁신의 상징, 거대기업들이 끊임없이 배우고자 하는 창의적 사고.
그 중심에는 'Design Thinking'이 있습니다.
IDEO의 사례들과 디자인Thinking의 프로세스를 알아보세요!
창의적인 1%의 비밀노트, Beecanvas 페이스북페이지에서 만나보세요!
- http://facebook.com/beecanvas
슬라이드쉐어에서도 만나보실 수 있습니다.
- https://www.slideshare.net/BeeCanvas
모든 아이디어 발상 테크닉들을 페이지에서 만나보세요!
사진 출처 : https://flic.kr/p/jKqgHD
- Stilte na de brainstorm Impact Hub Amsterdam
원작자 플리커 : https://www.flickr.com/photos/mvonederland/
- MVO Nederland
참고 : http://en.wikipedia.org/wiki/Design_thinking, OPENIDEO
This document provides an excerpt from slides for a 2-3 day professional training on design thinking and innovation management. The slides cover the basics of design thinking, including its origins and nature, how it is portrayed in the media, and how it relates to strategic thinking. Design thinking is presented as a way to take an outside-in perspective focused on customer needs and experiences to drive value creation and innovation. The training is intended to help participants better understand design thinking and apply it to innovating without unrealistic expectations. The facilitator also provides strategy advisory and training on other topics beyond design thinking.
The document discusses techniques for effective team management, including understanding team dynamics, building trust and collaboration among team members, and establishing clear goals and roles. It emphasizes the importance of communication, problem solving, and adapting to change as a team. Barriers to effective team building like unclear objectives or lack of role definition are also outlined.
This document provides an overview of design thinking and the design thinking process. It discusses the following key points in 3 sentences:
1) Design thinking is an approach to solving problems by understanding user needs through contact, observation and empathy in order to design solutions that fit within their environment, as opposed to jumping straight to solutions or focusing on technology.
2) The design thinking process involves understanding needs, observing users, synthesizing insights, ideating solutions, prototyping ideas, and iterating based on user feedback to revisit assumptions and sometimes go back to earlier steps in the process.
3) An example of applying design thinking at a startup is described where user interviews and observations were conducted with teenagers to understand their communication
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
This document provides an overview of session two of a social innovators workshop. It introduces tools for social innovation like design thinking and culturally relevant pedagogy. Participants are asked to reflect on identifying problems in their communities and developing theories of change. The document also discusses collaborating with students and gathering feedback. Participants will present their ideas to clusters in the next session.
How might we enhance learning experiences in b-schools?Amy Chong
The document summarizes interviews with business students on their educational experiences and career goals. Key findings include:
1) Students found project-based work to be the most impactful learning activity but it is underutilized. Lectures focus too much on memorizing facts rather than practical application.
2) Experiential learning through client projects, simulations, and competitions are ideal for applying knowledge.
3) Students see design and design thinking as applicable to all business problems and a way to discover innovative solutions. However, they need more opportunities to translate ideas into tangible solutions.
4) Students' career goals focus more on creating meaningful impact and change rather than job titles. However, many currently lack confidence in their
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Design thinking for ed wbk-1c - for screenccvidadmin
This document provides an overview of Design Thinking and how it can be applied to education. It discusses how Design Thinking and Problem Based Learning are well-aligned approaches that are both student-centered. Design Thinking involves understanding problems by looking at how curriculum, student needs, and physical space intersect. The document then outlines several exercises that are part of the Design Thinking process, including finding common themes among issues and using the "5 Whys/Whats" technique to uncover the root causes of problems.
This document discusses the importance of creativity in education and how technology can foster creativity. It notes that creativity is as important as literacy and numeracy. While people understand creativity is important, they don't always understand what it is. The document outlines how digital tools can encourage production skills and creativity in instructional environments. It also discusses using failure and diverse instructors to promote creativity. Courses at Seton Hall University focus on innovative student-created projects and encourage risk-taking without fear of failure to develop creativity.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This document outlines a presentation on using improvisation and design thinking in science and mathematics teaching. It discusses how improvisation involves divergent thinking and an improvisational mindset. Design thinking is presented as a process that can enhance improvisation, with steps like empathizing with students, defining problems, ideating solutions, prototyping ideas, and testing. An example is given of how these approaches could be used in a lesson on Charles' Law, by developing a hands-on activity to demonstrate the concept using everyday objects. The presentation argues that improvisation and design thinking can make science and math more engaging, accessible and understandable for students.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
DESIGN THINKING FOR EDUCATORS DESIGNERS WORKBOOKEguzkitza LHHI
Welcome to the Designer’s Workbook. This workbook includes step-bystep instructions for completing a design challenge using the design thinking process. this workbook is a quickstart guide
to the design thinking process and is best used in combination
with the design thinking toolkit for educators.
The Design Thinking Toolkit for Educators contains in-depth
instructions and explanations as highlighted by each step in
this workbook the toolkit also provides you with examples
from educators, like yourself, of how they’ve been using design
thinking in their work. This workbook is an accompaniment
to the Design Thinking for Educators toolkit, available for free at
designthinkingforeducators.com.
Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.
The document provides an overview of a design thinking workshop at MICDS. It discusses design thinking as both a process and a way of thinking. The workshop introduces participants to the design thinking process through examples of how it has been implemented at MICDS, including for projects in different academic departments. Participants then work through an abbreviated design thinking process to address a challenge of their choosing.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
The document discusses some common reasons why learning technology products fail. It notes that failure to work with users experience designers, learning designers, and understand users' abilities can lead to poor design. It also emphasizes the importance of involving learning designers throughout the process, as they understand effective learning strategies. Finally, it stresses the need to understand the business model of learning technology and that customers typically involve both end users and decision makers.
How Design Thinking Can Enhance Your Learning Experience DesignKate Atkinson
Design Thinking can offer Instructional Designers a structured framework to understand and pursue innovative ways that can contribute to the effectiveness of a human-centric learning solution.
Original blog article here ~ https://www.ttro.com/blog/instructional-design/how_design_thinking_can_enhance_your_learning_experience_development/
Week 6 assignment 2 critical thinking questions EDU 655 tommygee2
This document is a student's responses to critical thinking questions for an online course. The student provides summaries of key points from readings on instructional design and technology. They discuss trends in media production skills for instructional designers, potential coursework and projects to strengthen skills, and leading academics in the field. The student also prioritizes areas of focus and proposes action steps to enhance proficiency and career opportunities.
The document discusses the ADDIE model of instructional design. ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, which are the five key phases of a common instructional design process. Each phase is described in detail, including needs analysis in Analyze, creating objectives and testing strategies in Design, developing lesson plans and materials in Develop, delivering instruction in Implement, and evaluating effectiveness in Evaluate. The document emphasizes that instructional design considers factors like learning objectives, learner characteristics, and evaluation to create effective instruction.
Ubiquitous Learning: Leveraging the Strengths of Online EducationJean Marrapodi
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
Scenarios of everyday life can be incorporated in training programs to bring awarness about the need to follow business ethics and make the right decisions
Similar to Design Thinking + Universal Design for Learning (20)
Transactional distance is an important factor that influences learning. Moore (1993) defined it as a psychological and communication space of potential misunderstanding between learners and instructors. Technology-mediated learning environments have redefined the scope of transactional distance to include learners’ relationships with other elements, such as the technology and other learners. Synchronous hybrid learning environments further extend learning interactions from a single plane (in either the online or face-to-face environment) to two planes (across the online and face-to-face environments), which presents transactional distance with new challenges. This paper explores the transactional distance of online and face-to-face students in different models of synchronous hybrid learning environments, aiming to examine: (a) whether there is any difference in transactional distance between online and face-to-face students, (b) how students’ transactional distance changes over time, and (c) whether there is a relationship between the model of synchronous hybrid learning environments and students’ transactional distance.
Supporting diffusion: Engaging the innovation-decision process for synchromod...sandrasawaya
This best practices paper describes activities and initiatives that engage the innovation-decision process associated with a teaching and technology innovation (known as synchromodal class sessions) at the College of Education at a large Mid-western university in the United States. In particular, this paper will discuss how certain activities engaged faculty members at the knowledge, persuasion, and implementation stages of the innovation-decision process, as well as how they have contributed to the continued diffusion of this innovation by faculty members within the College of Education.
Reading in the Digital Age. China 2012sandrasawaya
This document discusses reading comprehension in the digital age. It explains that reading comprehension involves an interaction between the reader and text, and strategies have traditionally involved previewing, predicting, questioning, and organizing information. However, digital text is now nonlinear, incorporating various multimedia. This has transformed reading comprehension strategies, which for digital text involve skimming, scanning, and evaluating multiple online sources simultaneously. The document also discusses traditional print-based assessments of comprehension and the need to develop new methods to assess comprehension of digital texts, such as project-based and think-aloud approaches.
Research on mobile learning has given much attention to (a) the affordances of mobility that mobile devices offer, and (b) how these devices are used in classroom learning. Less attention has been paid to how students/learners perceive and use mobile devices. This exploratory study focuses on developing an understanding of how undergraduate learners’ interpret learning using their smartphones, in particular learning that is not initiated by a teacher. The study used a qualitative grounded-theory approach to analyze data collected from 28 undergraduate learners in an introductory educational psychology course. Analysis of the data suggests that the learners’ perception of the phenomenon of learning with smartphones appears to have three properties: What is learned, why, and when. Each property can be further characterized along one or two dimensions. We see this study as being a first step towards identifying the nature of learning using mobile devices and its varying dimensions.
Personal Portals for Synchromodal Learning. MSU IT Conference 2013sandrasawaya
The traditional model of hybrid learning involves alternating class meetings between face-to-face and online modes. A second emerging model of hybrid learning includes both face-to-face and online students as equal partners in the same class sessions, also known as SynchroModal Learning. This presentation will describe and illustrate a range of strategies for SynchroModal learning, including examples from the Educational Psychology and Educational Technology (EPET) Hybrid Ph.D. program in the College of Education. A particular focus will be on the use of personal portals in which each remote participant has his or her own local presence using tools such as the iPad.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
In this best practice paper, we will describe one type of Synchromodal Learning Environment: The linked classroom model. We implemented this model in a Master’s level course at a large Midwestern university as it served the need for two instructors to synchronously teach two groups of students each in a separate geographical location. While a face-to-face instructor facilitated the face-to-face conversations within each group at each location, we put in place technologies to mediate the synchronous conversations across the groups. In addition to describing the technological setup, we will also share our design considerations, problems faced, and lessons learned.
Presence is an important factor in technology-mediated experiences as it describes an individual’s sense of feeling connected with the virtual environment. This paper investigates the presence of online students in a Synchromodal Learning Environment: a learning environment where synchronous interactions between online and face-to-face students occur and are mediated by technologies. Specifically, the presence of online students is examined within the personal portal implementation where the online students (through the use of Skype and iPads) occupy a physical presence in the classroom. After a brief description of this model and the phenomenon of presence, the paper presents the important findings. Lastly, we conclude with a discussion of the limitations and implications.
Designing mobile learning activities. #MobileMSU 2014sandrasawaya
Incorporating mobile devices in your learning activities needs to be done with much consideration. This session will introduce you to different strategies you can use to design effective mobile learning activities.
Connecting in-school to out-of-school learning. #MobileMSUsandrasawaya
Mobile devices have the potential to connect the learning that goes on within school walls to that which occurs beyond classroom settings. This session will provide you with practical ideas drawn from research for how to create such a seamless learning environment.
The document discusses using technology navigators and personal portals to integrate face-to-face and online students in "synchromodal" classes, going through different models used including shared portals, personal portals, and enhanced personal portals, and highlighting lessons learned and positive instructor feedback about how well the approaches allowed remote students to participate similar to in-person students.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
4. learning goals
learn the fundamentals of design thinking
apply the process of design thinking to a
problem of practice
explore the universal design for learning
guidelines
apply the universal design for learning
guidelines to online teaching
5. shared workspace
same groups of 4 as yesterday
link to shared workspace
group 1 tinyurl.com/MSUworkspace1
group 2 tinyurl.com/MSUworkspace2
group 3 tinyurl.com/MSUworkspace3
group 4 tinyurl.com/MSUworkspace4
group 5 tinyurl.com/MSUworkspace5
group 6 tinyurl.com/MSUworkspace6
group 7 tinyurl.com/MSUworkspace7
10. set of principles
that tells designers
how to design things that look good
how to design things that function well
focus on the
interactions between people and objects
design
11. set of principles
that tells designers
how to design things that look good
how to design things that function well
focus on the
interactions between people and objects
systems, services, organization, communities
design
16. on being designers
“everyone designs who devises
courses of action aimed at changing
existing situations into preferred one”
-- Herbert Simon
17. instructional designers
create instructional experiences
understand the current state of students
understand the needs of students
set learning goals
design instruction to meet those goals
assess progress towards those goals
19. design thinking is a
“human-centered approach to
innovation that draws from the
designer’s toolkit to integrate the needs
of people, the possibilities of
technology, and the requirements for
business success”
-- Tim Brown
21. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
22. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
23. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
24. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
25. human-centered approach
learner-centered teaching
designer’s toolkit
teacher’s instructional practices
needs of the people
needs of the students
possibilities of technology
possibilities of educational technology
requirements for business success
requirements for meeting learning objectives
29. design thinking for educators is
“a creative process that helps you
design meaningful solutions in the
classroom, at your school, and in your
community”
-- IDEO
30. design thinking for educators is
“a creative process that helps you
design meaningful solutions in the
classroom, at your school, and in your
community”
34. 0. define
what is the problem I am trying to solve?
how might I…
how might I improve the quality of student
participation in online discussion forums?
36. 1.discovery
Who is affected? What are their needs?
What does the research suggest about the best
ways to solve this problem?
What do your peers and colleagues think?
What do I already know? What do I not know?
37. 1.discovery
I already give points forcing students to
participate in the discussion forum, but the
quality of participation is low. The research
on online discussion forums says that…….
My colleagues do the following in their
online courses…...
39. 2.interpretation
what does this all mean?
I need to find alternative ways to improve
the quality of their participation; the point
system isn’t working. I need to make the
students want to participate and not feel
like they have to.
41. 3.ideation
what solutions might work?
what are the most promising solutions?
how can I make them fit my context?
Here are some solutions: (1) have them
create video responses (or audio
responses). (2) have them relate the
question to their lives.
43. 4.experimentation
what is my solution?
did my solution work?
what feedback did I get?
I’m going to ask them to create video
responses instead of text responses.
46. applying design thinking to a
problem of practice
now it’s your turn
think about a problem you might have in your
online course
applying design thinking to a problem of
practice
49. universal design design for learning
is
“a framework for designing curriculum
that addresses the diverse needs,
strengths, backgrounds, and interests
of students in today's classrooms.”
-- CAST
50. a core tenet of UDL is
“the understanding that what is
'essential for some' is almost always
'good for all'"
-- Meyer, Rose, & Gordon, 2014
51. UDL at a glance - from CAST. http://youtu.be/bDvKnY0g6e4
52. universal design for
learning
universal - UDL targets every learning
design - UDL is intentional, purposeful, and
planned
learning - UDL challenges and supports all
individuals in meaningful ways to grow towards
expertise as learning
53. Universal Design for Learning: Theory and
Practice
book by Meyer, Rose, & Gordon (2014)
freely available on
udltheorypractice.cast.org
Here is the agenda for today. We are going to cover two main topics: design thinking and universal design for learning. At the end, you will have time to reflect on what you learned and ask questions.
This is our plan for the next few hours.
We are going to start out with a discussion about design. What design is? Who are designers? What is design thinking? Then, we are going to introduce the framework of design thinking for educators. And finally, you are going to work in groups to apply that design thinking framework.
What does the word design mean to you?
In other words…. What do you think of when you hear the word design?
THINK [2 minutes]You will work in a group of 4. For the next 2 minutes, I want you to individually think about this question and write down your list below - make sure that each person gets a space in the table below. I want you to write down as many words as you can. So, when you hear the word design what words comes to mind?
PAIR [8 minutes]
When you’re done, I want you to share with your group what you wrote. Tell them what you think of when you hear the word design. Tell them why you think of design like that. As you’re doing this, think about how the list of words you both came up with are similar and how they are different.
Then, I want each pair to come up with one definition for the word design. You will have 8 minutes for this.
5 minutes
Traditionally, design has referred to the visual aesthetics of objects - how things look. Design has long been understood as a set of principles that tells designers (1) how to design things that look good and (2) how to design things what function well - that people can use.
We’re talking about designing buildings, computers, websites, even this clicker that I am holding in my hand. It fits well my hand. Holding it doesn’t make my hand muscles hurt or cramp up. It feels smooth and quite honestly, after a while, I forget I’m holding it! This is good design. The object itself is well designed and the interaction I have with this object is well designed too.
Currently, however, the scope of design is increasing. Design now not only deals with how people interact with objects, but also with how people interact with systems, services, organizations, communities…
Design is now is only only about the objects that people use, but also about the context and environment that people function in. Design is about creating good experiences.
Now, I’m sure that you’ve heard of
fashion design
web design
interaction design
interior design
software design
user-experience design
product design
The question is, however, is teaching considered a type design?
In groups of 4, I want you to think about this question.
THINK + SHARE [10 minutes]For the next 10 minutes, I want you to think about how teachers are designers. Consider your teaching practices and how you’ve engaged in the process of design.
5 minutes
Herbert Simon was an influential thinker, scholar, scientist, psychologist and he made a large impact on the fields of artificial intelligence,information processing, decision-making, problem-solving, and many, many more.
in fact, teachers are often instructional designers
Now that we’ve discussed what design is and how teachers are designers - specifically instructional designers, we are going to move on to a process called design thinking.
What is design thinking?
What is design thinking?
Tim Brown is the CEO and president of IDEO. IDEO is a design firm that takes a human-centered and design-based approach to innovate and solve problems.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
Let’s look at the key words from this definition of design thinking and let’s translate them into language that is specific and relevant to teachers teachers are familiar with.
These are the core ideas for using design thinking in teaching.
Believe it or not, there actually is something called design thinking for educators
design thinking is a set of guiding principles - a structured approach that can help teachers come up with solutions to solve teaching and learning problems. It is a process. Now, we’re going to go over each step in the process.
Design thinking for educators has 5 steps.
discovery
interpretation
ideation
experimentation
evolution
Remember, this process helps educators come up with meaningful solutions to problems that they are facing. That’s why before we begin with this process, we need to identify the problem we want to solve.
This is a great resource for reading about design thinking for educators.
This is step 0 - the step you need to take before you start with. Here are the sub-steps.
0.1 uncover the problem
0.2 think of ways to address the problem
Ask yourself, what is the problem I am trying to solve? The problem has to be understandable and actionable. Frame the problem in this way: How might I… Think about end goals. What do you want to come up with at the end of this design process.
EXAMPLE
how might I increase student participation in online discussion forums?
Next, you need to think in concrete ways about the problem you want to solve. Here are the sub-steps.
1.1 understand the challenge
1.2 prepare research
1.3 gather inspiration
Ask yourself: Who is affected? What are their needs? What does the research suggest about the best ways to solve this problem? What do your peers and colleagues think? What do you already know about this problem? What do you not know?
EXAMPLE
I already give points forcing students to participate in the discussion forum, but the quality of participation is low. The research on online discussion forums says that……. My colleagues do the following in their online courses…...
Then, you need to pull together everything you’ve learned so far about the problem. Here are the sub-steps.
2.1 tell stories
2.2 search for meaning
2.3 frame opportunities
Ask yourself: What does this all mean?
EXAMPLE
I need to find alternative ways to improve the quality of their participation; the point system isn’t working. I need to make the students want to participate and not feel like they have to.
Now you start thinking about solutions.
3.1 generate ideas
3.2 refine ideas
After you’ve considered the context of the problem, brainstorm solutions that might work. Then pick two or three that sound promising and refine them to fit your context.
EXAMPLE
Here are some solutions: (1) have them create video responses (or audio responses). (2) have them relate the question to their lives.
Now, implement one of the solutions you came up with and get feedback (from your students for example).
4.1 make prototypes
4.2 get feedback
EXAMPLE
I’m going to ask them to create video responses instead of text responses.
Finally, no solution is perfect or permanent. Think about how you can make it better.
5.1 track learning
5.2 move forward
Think about some problems you anticipate having in your online class. Think about what worries you, what you are most concerned about. Then I want you work in teams of 4 and for the next 30 minutes, apply the design thinking steps to solving this problem.
30 minutes
CAST - Center for Applied Special Technology is a nonprofit organization that works to expand learning opportunities for all learners.
Now. we’re going to start by watching a short video about what universal design for learning (or UDL) is.
As you watch this video think about how you’ve unknowingly (or knowingly) used the UDL framework in your teaching.
To access to the electronic version of the book, you need is to create an account on cast.org.
For the next 45 minutes, I want you to work in groups of 4 and think about how can use the UDL guidelines to design online teaching and learning experiences.
In your shared workspace, there’s a table that lists all the UDL guidelines with a space for you to write down notes. In the notes column, I want you to think about how you can ensure that your online course follows the UDL guidelines. I want you to pick 20 of the 31 guidelines and image how you can implement them in an online course.
I’ve providing you with an example.
Take the next 15 minutes to reflect on what you learned today. You have access to today’s presentation, to the shared workspace, and to a bunch of additional, helpful resources. Take a look through them and write down about something that surprised you, that you found challenging, that you found interesting…. and so on.