This 3-page document provides an overview and syllabus for a university course on learning management. The course is divided into 4 units to be completed over 8 weeks. It outlines learning objectives, key concepts, activities, assignments and assessments for each unit. Unit 1 focuses on developing self-efficacy and an individual learning project. Students will analyze their learning styles, participate in discussions, and create a personal learning project and plan. The document provides details on assignments, resources, the instructor's background and policies for grading discussions and self-evaluations.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
This portfolio has everithing that I have learnt during all this year. For me it is education because I can learn more about the use of technology in education.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
This portfolio has everithing that I have learnt during all this year. For me it is education because I can learn more about the use of technology in education.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
This information was presented by Marcio Oliveira at the 2014 North American Society for the Psychology of Sport and Physical Activity as part of the symposium "Motor Development in Higher Education: The Digital Revolution in Teaching & Learning". The symposium was organized by Casey M. Breslin, Pam Haibach, and Marcio Oliveira.
This information was presented by Marcio Oliveira at the 2014 North American Society for the Psychology of Sport and Physical Activity as part of the symposium "Motor Development in Higher Education: The Digital Revolution in Teaching & Learning". The symposium was organized by Casey M. Breslin, Pam Haibach, and Marcio Oliveira.
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Contenido
Información de la asignatura ..............................................................................................5
Gradebook ...............................................................................................................................5
Tiempo mínimo de estudio...................................................................................................5
Presentación de la asignatura ............................................................................................7
1. Video de presentación..............................................................................................7
2. Introducción a la asignatura....................................................................................7
3. Metodología.................................................................................................................9
4. Perfil del autor ............................................................................................................10
Unidad 1 ..................................................................................................................................11
1. Introducción a la Unidad ........................................................................................11
1.1. Resultado de Aprendizaje ..............................................................................11
1.2. Palabras claves .................................................................................................11
1.3. Método.................................................................................................................11
2. Desarrollo de la Unidad...........................................................................................12
3. Recurso digital didáctico........................................................................................17
3.1. Recurso digital innovador ...............................................................................17
3.2. Objeto de aprendizaje ....................................................................................18
4. Evaluaciones ..............................................................................................................19
4.1. Evaluación de entrada ....................................................................................19
4.2. Autoevaluaciones.............................................................................................19
4.3. Producto académico.......................................................................................19
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Información de la asignatura
Información del curso Detalles
Horas
Teóricas: 2 horas
Prácticas: 2 horas
Fecha de inicio de la
producción
19 de abril 2019
Fecha de entrega final 20 de junio 2019
Nombre del autor Leonardo Machuca Llanos
Correo Electrónico lmachuca@continental.edu.pe
Teléfono 942448818
Asesor didáctico Joshwa Erickson Aaron Gutiérrez Torres
Correo Electrónico jgutierrezt@continental.edu.pe
Teléfono 943856388
Gradebook
Actividad Semanas
Porcentaje de la
actividad
Evaluación de entrada 1 Requisito
Consolidado 1 2 20%
Evaluación parcial 4 25%
Consolidado 2 6 20%
Evaluación final (presencial) 8 35%
Tienes oportunidad de conseguir puntos a favor:
● Si obtienes una nota igual o mayor a 16 en tu autoevaluación, ganarás
un punto (01) en el producto académico de la unidad.
● Si obtienes una nota igual o mayor a 16 en tu contribución al foro, ganarás
un punto (01) en el producto académico de la unidad.
Tiempo mínimo de estudio
Unidad I Unidad II Unidad III Unidad IV
Semana 1 y 2 Semana 3 y 4 Semana 5 y 6 Semana 7 y 8
16 horas 16 horas 16 horas 16 horas
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Presentación de la asignatura
1. Video de presentación
Disponible en el Aula Virtual.
2. Introducción a la asignatura
Secciones Descripción
¿Qué seremos
capaces de
aprender al finalizar
la asignatura?
Al finalizar la asignatura, serás capaz de realizar y
publicar en multiformato una investigación
documental de nivel inicial, a través de un trabajo
colaborativo en redes que evidencie sus habilidades
para gestionar y usar la información éticamente,
aplicando estrategias de gestión del aprendizaje.
¿Qué aprenderemos
en la asignatura?
En virtud de lo anterior, su relevancia reside en
desarrollar habilidades de búsqueda,
almacenamiento y procesamiento de la información
a partir de la experiencia y trabajo colaborativo de
manera responsable.
¿Cómo
aprenderemos en la
asignatura?
¿Qué capacidades
desarrollaremos?
Con esta asignatura se desarrolla, en un nivel inicial,
las capacidades de tres de las competencias
generales: Aprendizaje Autónomo, Aprendizaje
Experiencial y Colaborativo, y Gestión de TIC.
Importancia de la Gestión del Aprendizaje es una asignatura
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8
Secciones Descripción
asignatura obligatoria y general, que está ubicada en el primer
período de estudio para todas las escuelas
académico profesionales. Es una asignatura de corte
transversal.
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3. Metodología
En el desarrollo de la asignatura se empleará una metodología activa y
experiencial, centrada en el aprendizaje del estudiante. Esto significa
que, en cada unidad, desarrollarás 4 etapas o momentos en los que
vivirás una experiencia de aprendizaje experiencial mediante una serie
de actividades que se describen a continuación:
Figure 1 Diseño de aprendizaje basado en el modelo educativo de la Universidad
Para desarrollar cada actividad de aprendizaje, deberán utilizar una serie
de recursos educativos tales como análisis de casos, entrevistas, visitas
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10
de campo, lecturas, videos, presentaciones interactivas y
autoevaluaciones, que te permitirán medir tu avance en la asignatura.
4. Perfil del autor
Perfil del autor Detalles
Nombre completo
del autor
Leonardo Machuca Llanos
Título/s académico/s
- Licenciado en Educación
- Magister en Educación con mención en
Docencia en Educación Superior
Experiencia
académica
- Docente de Informática en Educación Básica.
Los tres niveles: Inicial – Primaria – Secundaria
- Docente en el centro de educación continua de
la Universidad Continental
- Docente modalidad presencial de la Universidad
Continental pregrado
- Docente modalidad semipresencial de la
Universidad Continental pregrado
Experiencia
Profesional
- Coordinador académico de Colegio Harvard
2000 – 2009
- Docente de las asignaturas de Informática,
Gestión del Aprendizaje y Herramientas Virtuales
para el Aprendizaje.
- Asesor didáctico del programa GQT de la
modalidad semipresencial de la Universidad
Continental
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Unidad 1
1. Introducción a la Unidad
1.1. Resultado de Aprendizaje
Al finalizar la unidad, serás capaz de elaborar tu proyecto personal
de aprendizaje, aplicando estrategias para desarrollar
autoeficacia y trabajo autónomo.
1.2. Palabras claves
Autoeficacia, Vida Universitaria, Aprendizaje, FODA, Proyecto
Personal de Aprendizaje, Estilo de aprendizaje.
1.3. Método
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2. Desarrollo de la Unidad
Contenidos Procesos cognitivos Actividades de aprendizaje Materiales didácticos
● Autoeficacia
en la vida
universitaria y
gestión del
tiempo
● Proyecto
personal de
aprendizaje
● Comprensión y
análisis.
Identificación de conceptos y problemas en una situación
o contexto.
Actividades formativas
Presentación de la asignatura:
● Machuca, L. (s.f.) Aprendizaje autónomo y
autoeficacia [Presentación]
● UTEL Universidad (06 de junio de 2017) Autoeficacia |
UTEL Universidad [Archivo de video]
● Luego responde la siguiente pregunta: ¿Cuál es su
opinión con respecto a la autoeficacia y la formación
profesional del individuo?
● Anota tus reflexiones en tu carpeta o bitácora
personal.
Reflexión y análisis individual en foro
Actividad formativa
Material de lectura
obligatoria:
● Haro Soler, María del Mar.
(2017). ¿Cómo desarrollar
la autoeficacia del
estudiantado? (pp. 50-74)
● Castañeda, L. & Adell J.
(2013). Entornos
personales de
aprendizaje: claves para
el ecosistema educativo
en red (pp. 11 – 12I
Material de lectura
complementaria:
● Marín, V., Negre, F., &
Pérez, A. (2014). Entornos
y redes personales de
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Contenidos Procesos cognitivos Actividades de aprendizaje Materiales didácticos
● Visualiza el siguiente video: ¿A qué grupo perteneces
tú? ¿Visual, auditivo o kinestésico?
● Luego desarrolla el siguiente test de VAK. Psicoactiva
(s.f.) Test de estilos de aprendizaje. [Test]
● Revisa los contenidos desarrollados en la unidad. De
acuerdo a tu estilo de aprendizaje según VAK,
procede a responder la siguiente pregunta de forma
muy concisa: ¿Por qué crees qué es importante
conocer el estilo de aprendizaje? Fundamenta tu
respuesta.
Pautas para tu participación en el foro:
a. Realiza tu aporte. Si incluyes frases textuales, deberás
citar al autor.
b. Comentar al menos 1 aporte de uno de tus compañeros.
c. Pertinencia del aporte: Evita usar únicamente frases
como: “Estoy de acuerdo” o “estoy en desacuerdo”,
justifica tu respuesta con ejemplos, evidencias o con tu
punto de vista, siempre en el marco del respeto.
aprendizaje (PLE-PLN)
para el aprendizaje
colaborativo. Comunicar,
21(42).
Recursos digitales didácticos:
● Machuca, L. (s.f.) Gestión
del aprendizaje
[Presentación]
● Google Apps
● Herramienta Web 2.0
Genially
● Herramienta Web
2.0Padlet
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Contenidos Procesos cognitivos Actividades de aprendizaje Materiales didácticos
d. Si obtienes una nota igual o mayor a 16 en tu
contribución al foro, ganarás un punto (01) en el producto
académico de la unidad.
● Aplicación y
análisis.
Trabajo individual y colaborativo mediante la aplicación
de conceptos y procedimientos para la resolución de
problemas.
● Participa activamente en la Videoclase de las semanas
01 y 02, y comparte tus reflexiones sobre los temas de la
unidad.
● Identifica, resuelve y repasa los casos o ejemplos
propuestos por el docente en la unidad, previo al
desarrollo de tu producto académico.
● Desarrolla, individual o colaborativamente, el producto
académico 01 (Se adjunta como anexo).
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Contenidos Procesos cognitivos Actividades de aprendizaje Materiales didácticos
● Sistematización. Sistematización de lo aprendido* (Cierre)
• Identifica sus metas estratégicas, elabora un plan de
mejora y publica su Proyecto Personal de
Aprendizaje. Machuca, L. (s.f.) Gestión del
aprendizaje [Presentación]
• Repasa, nuevamente, los conceptos claves de la
unidad y las recomendaciones ofrecidas por el
docente, mediante un video o mapa conceptual o
infografía, etc.
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Contenidos Procesos cognitivos Actividades de aprendizaje Materiales didácticos
Autoevaluación Nro 1:
• Resuelve la autoevaluación de tu experiencia de
aprendizaje a lo largo de la unidad a modo de
sistematización y refuerzo de los temas desarrollados.
• Si obtienes una nota igual o mayor a 16 en tu
autoevaluación, ganarás un punto (01) en
el producto académico de la unidad.
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3. Recurso digital didáctico
3.1. Recurso digital innovador
Criterio del recurso digital
innovador
Detalle
Tema / asunto Proyecto Personal de Aprendizaje
Gestor de referencias
Tipo de recurso Herramientas web 2.0 (licencia libre).
Autor o proveedor El docente y los estudiantes utilizarán una licencia
de Padlet y Mendeley de uso libre.
Objetivo ● Analizar el proceso de aprendizaje sobre el
proyecto personal de aprendizaje.
● Gestionar referencias de recursos
bibliográficos en una herramienta web 2.0
Instrucciones de la
actividad
1. Antes de desarrollar la actividad en Padlet y
Mendeley, lee el tutorial que hemos
preparado para ti para ejecutar
adecuadamente cada uno de los pasos.
2. Verifica que hayas accedido, correctamente,
a la plataforma con el usuario y la contraseña
ofrecidas, de ser necesario.
3. Lee la instrucción de la actividad en tu aula
virtual.
4. Desarrolla la actividad en la plataforma de la
herramienta web 2.0
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3.2. Objeto de aprendizaje
Criterio del objeto
de aprendizaje
Detalle
Tema / asunto Autoeficacia en la vida universitaria
Objetivo Que el estudiante pueda reconocer la
autoeficacia como parte de su formación
profesional
Criterio del objeto de
aprendizaje
Detalle
Tema / asunto Proyecto Personal de Aprendizaje
Objetivo Que el estudiante pueda crear un proyecto
personal de aprendizaje para aplicarlo en su vida
universitaria.
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4. Evaluaciones
4.1. Evaluación de entrada
Disponible en el Aula Virtual.
4.2. Autoevaluaciones
Disponible en el Aula Virtual.
4.3. Producto académico
Disponible en el Aula Virtual.
