Introduction to the Module - Fundamentals of Psychology Lecture 1.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Implementation of Soft-core processor on FPGA (Final Presentation)Deepak Kumar
Implementation of Soft-core processor(PicoBlaze) on FPGA using Xilinx.
Establishing communication between two PicoBlaze processors.
Creating an application using the multi-core processor.
Implementation of Soft-core processor on FPGA (Final Presentation)Deepak Kumar
Implementation of Soft-core processor(PicoBlaze) on FPGA using Xilinx.
Establishing communication between two PicoBlaze processors.
Creating an application using the multi-core processor.
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
Technology in Teaching, Research & Admin’: Some Quick Wins & Data ProtectionSimon Bignell
A talk given by Dr Simon Bignell at University of Derby, Psychology Quality Away Day in November 2013. Technology in Teaching, Research & Admin’: Some Quick Wins & Data Protection
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Cognition & Development: Conceptualisations of Self and IdentitySimon Bignell
Week 7 Lecture in the module 'Cognition & Development'. Conceptualisations of Self and Identity.
Learning Outcomes: Define the concept of self and identity.
Identify key milestones in the development of self.
Outline theories of identity development.
Cognition & Development: Social DevelopmentSimon Bignell
Week 6 Lecture in the module Cognition & Development. 'Social Development'.
Learning Outcomes: Understand what is meant by social development. Outline at least two theories of social development. Evaluate the merits of at least one theory of social development.
Lecture 4 in the module 'Cognition & Development'. Vygotsky.
Learning Outcomes: Introduce the Vygotskian theory. Think about how Vygotskian theory has informed Developmental psychology. Consider the relationship between language and development. Consider the educational implications of Vygotsky’s theory.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technolo...Simon Bignell
A conference presentation by Dr Simon Bignell.
Social and Problem-Based Learning in Cyberspace: Tools, Techniques & Technology in Multi-user Virtual World.
Using Second Life Avatars and Machinima to Introduce Sustainability into the ...Simon Bignell
A conference presentation by Dr Simon Bignell (Avatar Milton Broome):
Using Second Life Avatars and Machinima to Introduce Sustainability into the University Curriculum: Evidence from Two Funded Pro-Environmental Behaviour Studies.
In 2011 the Higher Education Academy (HEA) in the UK funded seven projects to look at Education for Sustainable Development (ESD) in the Professional Curriculum. Cyberspace technologies featured strongly in utilising a wide range of professionally-accredited undergraduate degrees to explore the ways in which interdisciplinary awareness of sustainability issues is encouraged or prevented by professional requirements. The first project reported here “Problem-based Learning in Virtual Interactive Educational Worlds for Sustainable Development” (PREVIEW-Sustain) exploited the distinctive properties Second Life by using problem-based teaching methods with digital avatars in (the virtual) world.
In a previous JISC-funded project led by the author with Aston University and the ‘HEA Psychology Network’ we previously validated, transferred and disseminated immersive cyber-activities and materials adapted from Coventry University’s Second Life ‘PREVIEW’ project for use in mental health awareness and Psychology teaching. The follow-on PREVIEW-Sustain project reused and transferred these teaching methods to introduce Sustainability education to academic staff and students across two university subject groups (Psychology and Geography) by using customised online problem-based scenarios.
This presentation reports the virtual world methods developed and redeployed for the Sustainability agenda. The work existed entirely in the online virtual world populated by highly personalised 3D digital avatars. We conducted a series of learning scenarios with University staff and students highlighting motivational and behavioural factors that impact on real-world environmental sustainability (e.g., resources, recycling and energy efficiency). These materials are available to the wider teaching community. The project’s ‘virtual’ infrastructure is in place within the virtual world Second Life.
The online videos of the Second Life avatar interactions we developed, to further engage the community, later provided the basis for a follow-on research project which will also be reported here. We used filmed avatar interactions to assess changes in real world pro-environmental behaviour. We embed these videos in the University’s online teaching ‘virtual Learning Environment’ and assessed students before and after exposure to the environmental messages in the machinima.
Innovative cyberspace teaching and learning techniques offer flexible, cost-effective and rapidly deployed Higher Education solutions. Further research using similar virtual world techniques is planned that will explore Disability Awareness.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Introduction to the Module - Fundamentals of Psychology Lecture 1
1. Introduction to the Module Simon Bignell – Module Leader Spring 2010 Lecture 1
2.
3.
4.
5.
6.
7.
8.
9. Structure of the module Fundamentals of Psychology 2 Lectures Seminars Website Forum Weekly Seminars Groups 1-10 Weekly Lectures 1-12 Self Guided Study Reading Coursework
10. Lectures Fridays 2-3pm in Room B301 Simon Bignell Revision lecture Week 12 (40) Friday 7/5/10 Anna Maria DiBetta Language Week 11 (39) Friday 30/4/10 Anna Maria DiBetta Memory Week 10 (38) Friday 23/4/10 University Vacation Anna Maria DiBetta Perception Week 9 (34) Friday 26/3/10 Simon Bignell Attention Week 8 (33) Friday 19/3/10 Unit 3: COGNITIVE PSYCHOLOGY Lovemore Nyatanga Interventions and therapies Week 7 (32) Friday 12/3/10 Lovemore Nyatanga Psychological disorders Week 6 (31) Friday 5/3/10 Lovemore Nyatanga Abnormal behaviour Week 5 (30) Friday 26/2/10 Unit 2: ABNORMAL PSYCHOLOGY Simon Bignell The development of the self Week 4 (29) Friday 19/2/10 Simon Bignell The development of social relations Week 3 (28) Friday 12/2/10 Simon Bignell Cognitive development Week 2 (27) Friday 5/2/10 Unit 1: DEVELOPMENTAL PSYCHOLOGY SB, AMD, LN Introductory lecture Week 1(26) Friday 29/1/10 Lecturer Title Date
11. Group seminars Small and large group discussions of language and module coursework. Seminar 10 Small and large group discussions of memory and module coursework. Seminar 9 Small and large group discussions of perception and module coursework. Seminar 8 Small and large group discussions of attention and module coursework. Unit 3: Cognitive Psychology Seminar 7 Small and large group discussions of interventions and therapies and module coursework. Seminar 6 Small and large group discussions of Psychological disorders and module coursework. Seminar 5 Small and large group discussions of abnormal behaviour and module coursework. Unit 2: Abnormal Psychology Seminar 4 Small and large group discussions of the development of the self and module coursework. Seminar 3 Small and large group discussions of the development of social relations and module coursework. Seminar 2 Small and large group discussions of cognitive development and module coursework. Unit 1: Developmental Psychology Seminar 1