1. The document discusses how education programs should be connected to and informed by the industries and communities they serve.
2. It argues all aspects of a program, from what is taught to how, should consider the larger systems the program is situated within, including other university programs, academic disciplines, and local industries.
3. The goal is to ensure students learn skills and knowledge directly relevant to their intended careers and that interactions with industry, like placements, are meaningful for both students and industry partners.
Workplace Mentoring: a literature review (2009)WERDS_NZ
This review was developed with funding from Ako Aotearoa. It focuses on mentoring for apprentices and touches on mentoring to support language, literacy and numeracy development. The review explores traditional and relational models of mentoring and discusses the benefits, issues and gaps raised by the literature in terms of different types of mentoring offered in organisations. The review is also posted on the Ako Aotearoa website where some other publications by Chris Holland can be found
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
Wentworth Institute of Technology offers companies a variety of ways to connect with and recruit college students and recent graduates. From work programs like co-op to guest lectures and career fairs, Wentworth can partner with you to develop a sound strategy to recruit and extend your employment brand on campus.
The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new, holistic approach to the institute’s external marketing and communication strategy. The plan serves as a guide to help reshape brand perception, enhance awareness, and increase applications and enrolment. Secondarily, the implementation of this plan will help build internal culture and pride by fostering engagement among all members of the STEM community: students, parents, administration and faculty, trustees and local and international partners.
In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s workforce initiatives developed in collaboration with MS, it is essential that the institute builds on its collaborative marketing efforts to encourage more students to get the training necessary to succeed in today’s world.
Workplace Mentoring: a literature review (2009)WERDS_NZ
This review was developed with funding from Ako Aotearoa. It focuses on mentoring for apprentices and touches on mentoring to support language, literacy and numeracy development. The review explores traditional and relational models of mentoring and discusses the benefits, issues and gaps raised by the literature in terms of different types of mentoring offered in organisations. The review is also posted on the Ako Aotearoa website where some other publications by Chris Holland can be found
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
Wentworth Institute of Technology offers companies a variety of ways to connect with and recruit college students and recent graduates. From work programs like co-op to guest lectures and career fairs, Wentworth can partner with you to develop a sound strategy to recruit and extend your employment brand on campus.
The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new, holistic approach to the institute’s external marketing and communication strategy. The plan serves as a guide to help reshape brand perception, enhance awareness, and increase applications and enrolment. Secondarily, the implementation of this plan will help build internal culture and pride by fostering engagement among all members of the STEM community: students, parents, administration and faculty, trustees and local and international partners.
In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s workforce initiatives developed in collaboration with MS, it is essential that the institute builds on its collaborative marketing efforts to encourage more students to get the training necessary to succeed in today’s world.
Future of Business Education - working documentRoss Wirth
Summary of issues facing business education including some analysis of criticisms from hiring managers, what it means to be a College of Business, and emerging trends.
Professional Certificate in Cultural Competence 2017Suzanne Sterling
The Professional Certificate in Cultural Competence enables professionals to develop essential knowledge and skills for cultural competency, change and development, and leadership in our diverse world. Join us online! For more information contact suzanne@culturalovertures.ca
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Future of Business Education - working documentRoss Wirth
Summary of issues facing business education including some analysis of criticisms from hiring managers, what it means to be a College of Business, and emerging trends.
Professional Certificate in Cultural Competence 2017Suzanne Sterling
The Professional Certificate in Cultural Competence enables professionals to develop essential knowledge and skills for cultural competency, change and development, and leadership in our diverse world. Join us online! For more information contact suzanne@culturalovertures.ca
Lumerit President, Rick Beyer addresses Corporate Chief Learning Officers at the 2017 CLO Conference in NYC on March 08, 2017. The Macro trends bring some of the greatest opportunities for corporate training and tuition assistance programs to develop a world class staff.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Management Strategy, Excellent Services, and Services Marketinge. hardiyanto
Private Training and Course provider face a hard situation to sustain further business unless they are capable to synchronize its strategic management, excellent services and services marketing
E-portfolios: What Do We Know and What Do We Need to Knowguestb4b01e
Keynote presentation given with Peter Hartley at the Researching and Evaluating Personal Development Planning and e-Portfolio International Research Seminar, Nottingham, England, April 26, 2010.
Notes from activity at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.
The SHU Social Media Colab ECSM2014 posterSue Beckingham
The SHU Social Media Colab: Developing a Social Media Strategy Through Open Dialogue and Collaborative Guidance
This poster shares how we have approached the education and guidance of staff and students in their use of social media. Our approach has a strong emphasis on collaborative relationships and includes the use of 'CoLab' sessions which involve a variety of colleagues across different areas of the institution.
A Window and a Doorway: ePortfolios in Support of Program RedesignGail Matthews-DeNatale
Session Presented in Boston at the 2014 AAEEBL Conference (Association for Authentic, Experiential, Evidence-Based Learning)
Session Abstract: ePortfolios provide a window into student perception, a view that cannot be attained through other means. In 2012 Northeastern’s M.Ed. Program analyzed students’ portfolios to assess their presentation of self and representation of learning. This served as the doorway to redesigning a cohesive curriculum in which portfolio-based signature assignments integrate theory with practice, engaging students and faculty in a synergistic approach to learning. This interactive session involves participants in exercises and the consideration of guiding questions for program redesign.
1. Gamechanging education 2 Co-evolving TLA with industry D.W. Nicoll Director of Entrepreneurship, Student placement and Indusity Limkokwing Lesotho
2.
3. Every planet, country, university, faculty, programme, each module we teach, each lecturer, student, does not exist in a vacuum
4. Every programme, every module, every student sits within a constellation of social systems—the faculty, the university, the discipline, the academic community, industries, the community at large—that should also influence what is taught, when it is taught, and how it is taught.
5.
6. We should all become acquainted with: how a particular program sits within others withinthe faculty,
7. We should all become acquainted with: how each faculty relates (beyond cross teaching into multi disciplinary work),
8. We should all become acquainted with: how our institution complements and situates amongst all others at the disciplinary level (i.e. what’s the qualitative difference, if any, between a degree in computing from NUL and ourselves, what about Univ of the Free state?),
9. We should all become acquainted with: how this discipline sits within local and regional industry, which industries are growing, and; how do these industries relate to serving the community?
10. What do we know about other programmes which are doing the same as we are locally and regionally?What do we know about the other programmes that are being taught here at LUCT?What do I know of the local industry which relates to the programme I teach upon, if there are none, how could this programme possibly fit in, what would it take for it to fit in?What do I know of regional industries which relate to the programme I teach upon, who are the main players, how have they made their name, what does it take to join them? How many people do they hire a year?What are the obvious and glaring needs of the local and regional communities, and how is industry or government, or NGOs not addressing these? How could our students address these?
11. Every student comes to us with expectations, expectations of how they will be taught, what they will be taught, how they will learn subjects – most of this will be based upon their formal schooling experience.If they were ‘spoon-fed’ facts – then they will likely expect the same from us. If they learned to cheat on exams then why should they do anything different here?
12. Learning comprises formal and informal elements, taught and self-directed elements, abstract theoretical and practice elements, learning about something, learning to do something, learning to be something, learning to transform, assimilate, integrate and incorporate
13. Every student is situated within a constellation of institutional and knowledge organising systems—the lecturer, other students doing the same module, the module within the streams making up the overall programmes of a faculty—that will also influence what is learned, when it is learned, and how it is learned.
14.
15. How does a particular student relate to the module contents and style of teaching? How has the lecturer interpreted and chosen to pass on the knowledge? How does this particular module sit with others that the lecturer teaches, and others that the student is learning, and the others it is related to in the overall stream? Do the streams of modules properly combine and assimilate to produce a strong overall programme? How does the programme relate with others within the faculty?
16.
17. What they must know and be able to do, and what they should know and be able to do, and what they could know and be able to do
18. We must identify at programme level:1. The jobs, tasks, roles and responsibilities our students must be able to perform and take on when they join their respective industries
19. Then we can consider what they should and could be able to do, independently and/or as part of a team
20. We must identify at stream level:1. The skills, knowledge, and examples our students must be exposed to in order to meet the learning objectives of the programme
21. We must identify at module level:1. The skills, knowledge, and examples our students must be exposed to in order to meet the learning objectives of the module
22.
23. How do, or rather how can we learn? From books and publications including the internet, from direct experience, from practice, from the community, from research, from each other, co-learning with other students, with lecturers, with industry advisors.What do each of these offer as a learning resource over the others?
24. How do, or rather how can we learn? From books and publications including the internet, from direct experience, from practice, from the community, from research, from each other, co-learning with other students, with lecturers, with industry advisors.What do each of these offer as a learning resource over the others?
25. How do, or rather how can we learn? from the community,
26. How do, or rather how can we learn? from practice,
29. How do, or rather how can we learn? From books and publications including the internet,
30. From books, our education and the literature, from case studies, formulas, from examples of best practice, from theories, from blueprints, forms and formats, we learn generic and/or universal aspects of our chosen fields
31. From research and our experience of industry, our communities and wider life (our hopes, fears and aspirations) we learn specific and/or individual aspects of our chosen fields
32. Through play, tinkering, mucking about, trial and error, through asking questions, testing boundaries, breaking rules, through criticising, ripping apart, intelligently plagiarising, mashing, breaking, assimilating, incorporating, synthesising, interrogating and investigating... We learn... 2 + 2 = 5
33. To create a holistic learning environment and experience for our students, valuable and relevant experience, we must blend – local realities, limitations, and conditions, with global examples of best practice and applications
34.
35. Also local industry here has something to learn from the application of global best practice and the proper exploitation and packaging of local produce, facilities and opportunities (i.e. tourism ideas and ‘Brand Lesotho’)
36. Our duty as leaders is to how best to lead our students to what they need to know and to what they must be able to do in order to be employable in the fields in which they have shown interest – locally, regionally and the world…
37. Limkokwing prides itself as a global, industry-led university.More than this differentiating us against traditional models of the university, how can we make this work for us here?
38. Through teaching staff and students interacting with the immediate external world of industry and the wider community, making this a valuable, unique and integral part of the TLA process (different from marketing)
39. Guest speakers, site visits, industrial placements, competitions, conference presentations, displays, shows, books, consultancies, TV programmes, debates, projects etc. – nothing new, many universities and colleges have done this for ages
40. We want to use ideas from customer relationship management to keep track of interactions with the object of making them more meaningful and relevant for both the industrial partner and for the learning processes of the student.
41. There are plenty of examples of bad learning experiences for both industry and student experiences of placements.
42. i.e. students who are supposed to be getting experience in HR management, spending the semester filing or even sweeping the floors
43. i.e. companies who wished to engage students to complete a task only to have it poorly finished, due to lack of appropriate skill level, or unfinished due to lack of time and proper project management by academic staff and students
44. To let this happen, especially in Lesotho due to its size, will sour our relation to the private and public sectors so our interactions must be managed
45. Also, we must maximise each interaction so as to derive the largest amount of benefit from it to our teaching and learning effort
46. At, the same time we must ensure we deliver on time and at the quality expected by industry
47. This places an additional role on the lecturer and their PRLs – as arbitrators of what the students can and cannot do as projects – in some cases lecturers may have to make-up for the shortcomings of students
48. In any case the shortcomings will feature in the marking schemes of assignments and projects
49. We must identify and be intimately acquainted with:1. The skills, knowledge and experience our students must possess when they join their respective industries
50.
51.
52. What’s the difference between being produce able to satisfactorily produce for LTV, SABC, and AL Jezzera?
53.
54. Particular local knowledge is gained through local research done by staff and students – every staff member should strive to become an expert on the local application of the knowledge domain they teach
55. I.E. someone teaching Javascript language should seek out – via contact with local companies – examples of Javascript’s application and development
56. In addition they should know the value of it regionally and globally, and against other languages, those existent and emerging
57. They should, for sure, identify local, regional and global practioners, be aware of the most successful companies at each level, and have an idea of what it takes to join such companies
58. That is our bench mark to whether we are doing a good job or not…
59. This same company can provide a guest speaker – they should talk about the business in Lesotho - opportunities, threats etc. They should also provide some insight to the organisation of work, site visit?
60. To begin with ask yourself the question: Could I supplant my assignments with industry projects? Could I include industry relevant problems in my exams?
64. Academic staff choose and liaise with industry advisor Industry advisor and academics have input into project given to students Academic staff mentor students to meet deadline and quality required by industry
65. Student submits project assignment to both academic staff and industry advisor Industry advisor and academics provide feedback and/or marking in concordance with proficiency and any shortcomings on professional standards/usability Net result is that students and academic staff get exposed to industry expectations of proficiency and industry gets a potentially useful product/design/plan or idea