AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
Delaware County Community College (DCCC) in Media, Pennsylvania, began pursuing Total Quality/Continuous Quality Improvement (TQ/CQI) methods in 1985-86. A major initiative to support TQ/CQI efforts in the classroom was the development of a faculty in-service program to introduce models reflecting TQ/CQI principles and practice.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
Delaware County Community College (DCCC) in Media, Pennsylvania, began pursuing Total Quality/Continuous Quality Improvement (TQ/CQI) methods in 1985-86. A major initiative to support TQ/CQI efforts in the classroom was the development of a faculty in-service program to introduce models reflecting TQ/CQI principles and practice.
How identifying a theory of change can help you measure the success of your programs (and organization as a whole) and obtain funding to create social change.
Increasing the use of library and self-motivated learning by Problem Based Le...santharooban
Increasing the use of library and self-motivated learning by Problem Based Learning (PBL) approach at Faculty of Health-Care Sciences, EUSL.
Paper presented at ARS 2010, EUSL
The importance of activities, character, context, and narrative found in virtual and game-based environments are examined from aesthetic, cultural, and ethical perspectives for learning among the clinical health sciences.
clinical teaching methods
purposes
principles
models of clinical teaching methods
adult learning
types of learning
types of clinical teaching methods and their advantages and disadvantages
methods of teaching
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Getting research into action: issues, challenges, solutions by Dr Sarah MortonHazel Hall
Sarah Morton has worked across research, policy and practice for most of her career, and will draw on examples from different settings encountered over this time in her presentation. She is keen to interrogate our learning about effective evidence use from the last 20 years, and review how this can be supported from research and practice perspectives. She will present a vision for the effective use of evidence of all kinds to plan, develop and improve policy, practice, and services. As part of this she will explain some of the ways that she is currently developing tools and support for effective evidence use.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Scaling up Innovation: Why Theories of Change MatterBrandon Muramatsu
by Elaine Seymour, University of Colorado at Boulder. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
A short introduction to the Theory of Change approach to designing social programs for both government, not-for-profit organizations, NGOs and civil society organizations.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Developing Learning and Teaching in Higher Education: What have we learned?
1. Developing Learning and Teaching in Higher Education: What have we learned? Dr Kwansuree Jiamton Dr Margaret Sills ICT Manager Academic Director Health Sciences & Practice Subject Centre King’s College London KILT Conference 4 th July 2007, King’s College London