CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
What is the ultimate measure of our effectiveness as educators? Perhaps it is enrollment growth at our institution. Maybe it is retention rates of students. Could it be graduation rates of cohorts? Possibly it is average scores on major field tests. While all of those are worthwhile metrics to measure, consider employer satisfaction with our graduates as a key performance indicator of our effectiveness.
Internal metrics are absolutely important to utilize as we continually improve our programs. But ultimately graduating students is not the goal, it is merely a means to an end. The ultimate goal is to develop students who possess the attributes, knowledge and skills to be a professional in their chosen field.
Is your institution/program measuring employer satisfaction with your graduates? Is there dialogue taking place between persons serving on curriculum development committees and employers about the competencies needed in the workforce?
Dr. Mac Adkins has an uncommon perspective as both an educator and employer. He holds a Ph.D. in Educational Leadership from Auburn University, has served as a Dean at a state institution and a private, for-profit institution, and has taught on-campus and online for the past twenty years at Troy University, Capella University, Amridge University and the International Distance Education Certification Center. In addition to that academic background for fourteen years he has served as the CEO and Founder of SmarterServices which provides assessment services to over 500 colleges and universities. He has served on curriculum development committees at the program level as well as the state level as he was one of the authors of the Alabama Course of Study in Technology Education.
In this presentation Dr. Adkins will share his combined perspective from higher education and corporation leadership. SmarterServices employs persons in positions that require degrees in business, marketing, and computer science. He will reflect on lessons learned as an employer in seeking candidates who have been thoroughly prepared in their collegiate experience. Recommendations will be made on how schools can enhance the dialogue between employers and program developers to ensure that our graduates are competent and capable.
CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
What is the ultimate measure of our effectiveness as educators? Perhaps it is enrollment growth at our institution. Maybe it is retention rates of students. Could it be graduation rates of cohorts? Possibly it is average scores on major field tests. While all of those are worthwhile metrics to measure, consider employer satisfaction with our graduates as a key performance indicator of our effectiveness.
Internal metrics are absolutely important to utilize as we continually improve our programs. But ultimately graduating students is not the goal, it is merely a means to an end. The ultimate goal is to develop students who possess the attributes, knowledge and skills to be a professional in their chosen field.
Is your institution/program measuring employer satisfaction with your graduates? Is there dialogue taking place between persons serving on curriculum development committees and employers about the competencies needed in the workforce?
Dr. Mac Adkins has an uncommon perspective as both an educator and employer. He holds a Ph.D. in Educational Leadership from Auburn University, has served as a Dean at a state institution and a private, for-profit institution, and has taught on-campus and online for the past twenty years at Troy University, Capella University, Amridge University and the International Distance Education Certification Center. In addition to that academic background for fourteen years he has served as the CEO and Founder of SmarterServices which provides assessment services to over 500 colleges and universities. He has served on curriculum development committees at the program level as well as the state level as he was one of the authors of the Alabama Course of Study in Technology Education.
In this presentation Dr. Adkins will share his combined perspective from higher education and corporation leadership. SmarterServices employs persons in positions that require degrees in business, marketing, and computer science. He will reflect on lessons learned as an employer in seeking candidates who have been thoroughly prepared in their collegiate experience. Recommendations will be made on how schools can enhance the dialogue between employers and program developers to ensure that our graduates are competent and capable.
Several trainers have been employed by CC's Cosmetology College to conduct "train-the-trainer" diversity training classes for the purpose of building confidence, knowledge, and the skills of those charged with conducting high-impact, relevant, and involved diversity education and training.
The problem is the lack of understanding trainers have regarding workplace diversity and the ability to create an inclusive culture and classroom environment that leads to understanding and implementation of workplace diversity.
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
On continuouslearning answers-to-questions-oct14Ove Jobring
Periodically, I receive questions concerning various aspects of continuous learning. Some of these have been asked by members of Quora and answered by me. Quora is a question-and-answer website where questions are posed, answered, edited and organized by the community of users. At Quora, there is a topic called Continuous learning where questions have been asked and I have answered them. In some cases, others have also responded to the questions: Please visit, read and, if you like, ask or answer a question: http://www.quora.com/Continuous-Learning
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
QUALITY IN E-LEARNING FROM A LEARNER’S PERSPECTIVE (award winning paper) by U...Ulf-Daniel Ehlers
When you really get down to analysing it, the promises of E-Learning often have yet to materialize.
The question how e-learning can be successful becomes more urgent as we move from an ‘early
adopter’ stage to a more general offering. In the discussion about the best strategy for e-learning it
becomes more an more clear that e-learning has to be based on the learner. This includes the necessity
to postulate in a clear way that the needs of the learners have to be determined in a concrete manner
before starting the project. Important aspects are therefore the awareness of the learning biography, of
individual learning preferences and of social needs.
It is important to acknowledge that quality of a learning process is not something that is delivered to a
learner by an e-learning provider but rather constitutes a process of co-production between the learner
and the learning-environment. That means that the product/ outcome of an educational process is not
exclusively a result of the production process of an educational institution. Quality therefore has to do
with empowering and enabling the learner. It has to be defined at the final position of the provision of
the learning-services: the learner. The article describes learners preferences in e-learning based on
empirical results of today’s largest survey in this field [1]. It thus facilitates the construction of learner
oriented services portfolios in e-learning.
Several trainers have been employed by CC's Cosmetology College to conduct "train-the-trainer" diversity training classes for the purpose of building confidence, knowledge, and the skills of those charged with conducting high-impact, relevant, and involved diversity education and training.
The problem is the lack of understanding trainers have regarding workplace diversity and the ability to create an inclusive culture and classroom environment that leads to understanding and implementation of workplace diversity.
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
On continuouslearning answers-to-questions-oct14Ove Jobring
Periodically, I receive questions concerning various aspects of continuous learning. Some of these have been asked by members of Quora and answered by me. Quora is a question-and-answer website where questions are posed, answered, edited and organized by the community of users. At Quora, there is a topic called Continuous learning where questions have been asked and I have answered them. In some cases, others have also responded to the questions: Please visit, read and, if you like, ask or answer a question: http://www.quora.com/Continuous-Learning
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
QUALITY IN E-LEARNING FROM A LEARNER’S PERSPECTIVE (award winning paper) by U...Ulf-Daniel Ehlers
When you really get down to analysing it, the promises of E-Learning often have yet to materialize.
The question how e-learning can be successful becomes more urgent as we move from an ‘early
adopter’ stage to a more general offering. In the discussion about the best strategy for e-learning it
becomes more an more clear that e-learning has to be based on the learner. This includes the necessity
to postulate in a clear way that the needs of the learners have to be determined in a concrete manner
before starting the project. Important aspects are therefore the awareness of the learning biography, of
individual learning preferences and of social needs.
It is important to acknowledge that quality of a learning process is not something that is delivered to a
learner by an e-learning provider but rather constitutes a process of co-production between the learner
and the learning-environment. That means that the product/ outcome of an educational process is not
exclusively a result of the production process of an educational institution. Quality therefore has to do
with empowering and enabling the learner. It has to be defined at the final position of the provision of
the learning-services: the learner. The article describes learners preferences in e-learning based on
empirical results of today’s largest survey in this field [1]. It thus facilitates the construction of learner
oriented services portfolios in e-learning.
Teaching Excellence in the Social Sciences conference 2015Pamela McKinney
Presentation on the situational analysis of student reflective writing at the University of Sheffield conference on Teaching Excellence in the Social Sciences March 2015
1
2
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Title of Paper
NO LONGER THAN 2-3 PAGES, INCLUDE CITATIONS AND REFERENCE PAGE
Introduction (add paragraph with literature support)
Caring (add paragraph with literature support)
Professional Identity (add paragraph with literature support)
Professional Organization (add paragraph with literature support)
Conclusion
References
Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number(Issue number), Page numbers.
Prepare a Learning Activity
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 16, 2021
Learning Objectives
The learning objectives are to promote better communication and listening skills and develop
approaches in implementing or enforcing positive attitudes in the workplace. The outcome is
enforcement of better leadership skills improving overall organizational performance. The objective is
to increase employee and supervisor cohesion which was the leading cause of dysfunction resulting in
client complaints. Nevertheless, the learning activity will entail discussion and practice sessions whereby
communication skills will be the focus. It is noteworthy that communication skills are most effective
when other facets such as listening skills, teamwork, non-verbal communication skills, and empathy are
addressed. Therefore, the discussion will involve the appreciation of communication skills in the
workplace and the other factors that influence them.
As previously mentioned, communication skills entail other aspects that determine their
effectiveness. The first facet to be addressed will be listening skills; each student will be informed on the
importance of listening skills in enforcing communication skills. For effective communication, it is
essential that various listening skills such as informational listening where verbal and non-verbal
messages are passed for learning or awareness purposes (Černevičiūtė & Strazdas, 2018). Numerous
other types of listening skills can have potential. The second aspect that will be addressed in improving
the learner’s communication skills is teamwork. According to Sonoda et al. (2017), teamwork is a
necessary aspect of organizational functionality. However, it is greatly affected by ineffective
communication skills resulting in poor performance. Therefore, for any team to be successful, effective
communication is necessary; the value of the notion is expressed in the needs of the newly promoted
supervisors and working staff (Sonoda et al., 2017). The lack of effective communication resulted in poor
quality service increasing client complaints.
Need to be more explicit with the learning objective (remember the ABCD framework for writing objectives) and the learning activity. How will we know/measure when learners have "better communication and l ...
12Title of PaperYour NameRasmussen CollegeCOUREttaBenton28
1
2
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Title of Paper
NO LONGER THAN 2-3 PAGES, INCLUDE CITATIONS AND REFERENCE PAGE
Introduction (add paragraph with literature support)
Caring (add paragraph with literature support)
Professional Identity (add paragraph with literature support)
Professional Organization (add paragraph with literature support)
Conclusion
References
Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number(Issue number), Page numbers.
Prepare a Learning Activity
Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 16, 2021
Learning Objectives
The learning objectives are to promote better communication and listening skills and develop
approaches in implementing or enforcing positive attitudes in the workplace. The outcome is
enforcement of better leadership skills improving overall organizational performance. The objective is
to increase employee and supervisor cohesion which was the leading cause of dysfunction resulting in
client complaints. Nevertheless, the learning activity will entail discussion and practice sessions whereby
communication skills will be the focus. It is noteworthy that communication skills are most effective
when other facets such as listening skills, teamwork, non-verbal communication skills, and empathy are
addressed. Therefore, the discussion will involve the appreciation of communication skills in the
workplace and the other factors that influence them.
As previously mentioned, communication skills entail other aspects that determine their
effectiveness. The first facet to be addressed will be listening skills; each student will be informed on the
importance of listening skills in enforcing communication skills. For effective communication, it is
essential that various listening skills such as informational listening where verbal and non-verbal
messages are passed for learning or awareness purposes (Černevičiūtė & Strazdas, 2018). Numerous
other types of listening skills can have potential. The second aspect that will be addressed in improving
the learner’s communication skills is teamwork. According to Sonoda et al. (2017), teamwork is a
necessary aspect of organizational functionality. However, it is greatly affected by ineffective
communication skills resulting in poor performance. Therefore, for any team to be successful, effective
communication is necessary; the value of the notion is expressed in the needs of the newly promoted
supervisors and working staff (Sonoda et al., 2017). The lack of effective communication resulted in poor
quality service increasing client complaints.
Need to be more explicit with the learning objective (remember the ABCD framework for writing objectives) and the learning activity. How will we know/measure when learners have "better communication and l ...
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Phil Ice, Director of Course Design, Research & Development, American Public University System
Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
This presentation will examine how the efficacy of instructional design components and new online learning technologies can be assessed with indicators of the Community of Inquiry Framework (CoI). The CoI framework has attracted considerable interest and has been used extensively to study and design online educational environments (Garrison & Arbough, 2007). The CoI explains the online learning experience as a function of three overlapping presences – social, cognitive, and teaching. The construct was validated through factor analysis by a multi-institutional team of researchers in 2007 (Swan, Richardson, Ice, Garrison, Cleaveland-Innes & Arbough, 2008), however, many questions remain as to what factors influence the effective projection of each presence. As the model is based on constructivist learning theory, the impact of well designed instruction and pedagogically based application of new technologies should impact the level and quality of interactions probed by the CoI indicators. This session will examine how quantitative and qualitative analysis of course outcomes, using the CoI survey instrument and associated rubrics can be applied to continuous quality improvement from an instructional design perspective. Participants will be provided with instruments, analysis techniques and ideas or application in their own practice.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
My degree is an EDD in Performance Improvement LeadershipSyste.docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
Information Literacy Instruction: Ideas for Teaching College Students Essenti...meganbheuer
What is information literacy? Why is it important for art students? How are Millennial students’ information seeking different? What does this all mean for how we teach our students?
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
Similar to Hora UW-Madison Career Conf Talk on Soft Skills (20)
Road Map for Teaching Skills_Hora 2023_Penn St Greater AlleghenyMatthew Hora
This is a keynote lecture by UW-Madison's Dr. Matthew Hora titled, "Re-framing soft skills as disciplinary cultural scripts: A road map for how (and where) to teach students career related skills and knowledge."
Hora_Teaching Transferable Skills as Cultural Scripts_May 2023 CCWT WorkshopMatthew Hora
These slides are from Dr. Matthew Hora's May 11, 2023 workshop on how to teach transferable skills as cultural scripts as part of institutional efforts to enhance college students career readiness.
Matthew T. Hora's presentation at the 2023 AAC&U Meeting on General Education in New Orleans, LA on career readiness. The talk introduces the new Career Readiness across the Curriculum framework.
Challenge & Promise of HE Internships_Hora_062221Matthew Hora
This talk was prepared for the National Science Foundation to discuss research and practitioner insights on college internships. The slides feature data from the College Internship Study at UW-Madison, findings from the literature, and recommendations for how to design, evaluate and promote internships for students (especially graduate students) in the future.
These are slides from a brief overview of the Center for Research on College-Workforce Transitions (CCWT) at UW-Madison that the community college research community may engage in.
Hora Ed Partnerships NSFY Talk 2019 Madison WIMatthew Hora
These slides are from a 12/11/19 talk at the 2019 ACP/Pathways education-business partnerships conference on partnership work, strategies, and lessons learned from a study of the New Skills for Youth project in Wisconsin.
Hora Chinese Internships CCWT Lecture Nov 2018Matthew Hora
Dr. Matthew Hora gave a lecture on November 5th at UW-Madison about a recent trip to China to study college internships. The cultural, economic, and political history of internships are discussed, and recent results from a mixed methods study.
1st Annual Symposium College Internship Research UW-MadisonMatthew Hora
These are the slides from the 1st Annual Symposium on College Internship Research held at the University of Wisconsin-Madison on Sept 28, 2018. The program featured an introduction by Center for College-Workforce Transitions Director Matthew Hora, followed by four sessions on new empirical research and a practitioner-oriented talk. More info is here: http://ccwt.wceruw.org/symposium.html
Hora Beyond Skills Gap Book Talk AACU Jan 2018Matthew Hora
Talk by Dr. Matthew T. Hora at the 2018 meeting of the Association of American Colleges & Universities (AACU) on the book "Beyond the Skills Gap," which won the Frederic Ness award.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
1. UW-Madison Employee Career Conference
Thursday, March 7, 2019
Matthew T. Hora, PhD
Assistant Professor, Department of Liberal Arts & Applied Studies, Division of Continuing Studies
Director, Center for Research on College-Workforce Transitions, WCER, School of Education
University of Wisconsin-Madison
Email: matthew.hora@wisc.edu Twitter:@matt_hora @UWMadisonCCWT Web: ccwt.wceruw.org
Slide deck posted on: www.slideshare.net
Strategies for Integrating Transferable or
“Soft Skills” into Training Programs
2. Today’s Workshop
1. Review theory, evidence of transferable and “soft skills”
2. Importance of surfacing discipline- or occupation-specific
views of these skills
3. Key principles for effective communication and teamwork,
and strategies for training
4. Leave workshop with new ideas, approaches & questions for
training communication & teamwork
3. 1st Course Offering: 40 students from around the world
https://continuingstudies.wisc.edu/classes/teach-soft-skills-
college-courses-certificate/
Workshop based on new online course for educators/trainers
Integrating insights from the learning sciences, skills/workforce research, instructional reform
4. 1. What exactly are “soft” or transferable skills?
History of the term
“Important job-related skills that involve little or no interaction with machines and whose
application on the job is quite generalized”
Source: Whitmore & Fry, 1972
Soft skills: Desirable qualities for certain forms of
employment that do not depend on acquired knowledge:
they include common sense, the ability to deal with
people, and a positive flexible attitude
Source: www.dictionary.com
Alternative constructs
Non-cognitive Skills
Labor Economics
Career Readiness
NACE
21st Century Skills
P21
Essential Employability Qualities
QA Commons
5. NRC’s framework: 21st Century Competencies
Types of Competencies
Key Ideas: 21st century competencies
Dimensions of expertise specific to and
intertwined with knowledge of particular domain
Necessity for “deeper learning” to effectively
teach/train these competencies
Cognitive: cognitive processes, knowledge, creativity
Inter-personal: Teamwork and collaboration, leadership
Intra-personal: Positive core self-evaluation, work ethic
and conscientiousness, intellectual openness
1
2
6. All educators
(n=49)
Manufacturing
Employers (n=59)
Biotech
Employers (n=7)
Term Salience Term Salience Term Salience
Technical ability 0.381 Work ethic 0.338 Experience on job 0.345
Work ethic 0.257 Technical ability 0.342 Lifelong learning 0.301
Technical
knowledge 0.238
Technical
knowledge 0.302 Technical ability 0.227
Problem solving 0.232 Lifelong learning 0.144 Communication 0.226
Teamwork 0.204 Problem solving 0.132 Problem solving 0.182
Communication 0.183 Adaptable 0.132 Work ethic 0.163
Critical thinking 0.156 Interpersonal 0.112 Detail oriented 0.153
Innovative 0.154 Attitude 0.112 Self motivated 0.150
Detail-oriented 0.145 Teamwork 0.112 Background 0.149
Lifelong learning 0.103 Communication 0.111
Technical
knowledge 0.141
Evidence from the field: Educators and Employers in WI
Source: Benbow, R., & Hora, M.T. (2018). Reconsidering college student employability: A cultural analysis of educator
and employer conceptions of workplace skills. Harvard Educational Review, 88 (4), 483-515.
7. We spend a lot of time here so having people that are just
horses asses for a lack of a better word - we just don't want
them here…
(a) because it's a pain to be around them, and (b) it takes
away the meaningful discussions and the problem solving,
which is basically what we do here.
Manufacturing supervisor, La Crosse, WI
Image Source: https://www.bmwusfactory.com
8. Issues to consider when training these skills
These skills are not easy or “soft” to teach and learn
Views of these skills are shaped by culture, race, gender and class
Views of these skills may be largely tacit, unconscious, habituated
Key problem: Skills are too often viewed as generic, de-
contextualized “bits” of competency
The skills discourse places responsibility solely on student/employee
1
2
3
4
9. 2. Importance of identifying discipline- or job-specific
views of these skills - the case of communication
Health Care (n=47) Energy (n=49)
Understanding 19 22
Teamwork 18 15
Seeing big picture 11 3
Translating jargon 12 13
Safety 12 10
Teaching 9 7
Source: https://www.wcer.wisc.edu/publications/working-papers; soon to be published in American Educational Research Journal (AERJ)
Source: Darling, A. L., & Dannels, D. P. (2003). Practicing engineers talk about the importance of talk: A report on the role of oral communication in the workplace.
Communication Education, 52(1), 1-16.
10. How views of communication are embedded within
specific situations and contexts: Novices
Graph density: 0.119
Emphasis on
establishing inter-
subjectivity (via Q&A/
listening) among team
members from different
role groups to ensure
safety
11. How views of communication are embedded within
specific situations and contexts: Experts/educators
Graph density: 0.326
Emphasis on: (1)
establishing inter-
subjectivity (via Q&A/
listening, jargon
translation, standardized
terminology) among team
members from different
role groups to ensure
safety,(2) conveying
awareness of big picture,
(3) in doing so,
advocating for patient/
empathy
12. How situated views of a single competency vary
between novice/experts within a profession
13. 3a. A closer look: Communication Skills
Different modes of communication (oral, written, digital) often near top of lists
ABET General Criteria 3: Student Outcomes
(d) an ability to function on multi-disciplinary teams
(g) an ability to communicate effectively
https://www.naceweb.org/about-us/press/2017/the-key-attributes-employers-seek-on-students-resumes/
#1 Problem Solving (82.9%)
#2 Teamwork (82.9%)
#3 Written Communication (80.3%)
#7 Oral Communication (67.5%)
The five elements of rhetoric taught to generations of elite scholars in
the West—memory, arrangement, invention, style, and delivery.
14. Communication genre
A communication genre is a linguistic and rhetorical convention or action
linked to commonly held goals of a community (Swales, 2009)
Communication as a situated activity
“What these courses do not do is help students understand the
particular, situated communication expectations for your discipline… you
know your discipline. You are the expert in what it means to
communicate competently and coherently for your audiences.”
(Dannels, Palmerton & Gaffney, 2017, p.33)
Key idea: Genre and Situation
Source: http://photoblog.statesman.com/sweet-home Source: https://www.grc.org/ Source: https://www.thegentlemansjournal.com/a-
gentlemans-guide-to-a-wedding-speech/
15. Think about a common oral communication genre for
an occupational group in your discipline or
department/unit.
Describe the genre, especially the setting and
conventions for the content and mode of delivery
group members consider acceptable.
Also consider if you’d want new employees to learn
this genre or if it is somehow problematic and should
be changed.
Write - talk w/person next to you -
2-3 people share w/room
Writing exercise
16. Key principles of communication education
Different levels and types of communicative activity exist
Levels: Inter-personal, intra-personal, group, organization, mass
Types: Oral, written, verbal, digital
Communication apprehension is real and painful
Articulate clear and specific learning goals for your training
Make sure to specify the level and type of communication
Select learning activities that meets these goals
Structured whole class discussion
Small group discussions
Solo presentations
Class or small group debates
Simulations and/or problem-based learning
Active listening is key
Demonstrating concern, paraphrasing, defer judgment, appropriate response
17. 1. Articulate specific learning goals: Effective and civil listening and argumentation
6 Steps for Training Oral Communication Skills
2. Document disciplinary or occupational genres and norms
• Debate about research design in research-oriented units is acceptable and desirable
3. Consider cultural constructions or facets of the skill
• Power and gender dynamics: Males and PI/Directors often have the final word
5. Model and demonstrate the skill: Demonstrate for the class what appropriate
listening and argumentation looks and sounds like
4. Provide direct instruction: Give short lecture about ground rules of debate,
how to be an active listener, etc.
6. Design interactive and realistic learning activity
•Teams debate pro and con position regarding an authentic workplace situation
18. Teams are social entities composed of members with high task interdependency and
shared and valued common goals (Dyer, 1984) ... they must integrate, synthesize, and
share information, and they need to coordinate and cooperate as task demands shift
throughout a performance episode to accomplish their mission.
(Salas, Cooke & Rosen, 2008, p. 540)
3b. A closer look: Teamwork Skills
Source: https://www.naceweb.org/about-us/press/2017/the-key-attributes-employers-seek-on-students-resumes/
Business & Management
Military Studies
Systems Engineering
Health Care
Inter-organizational Partnerships
19. Key principles of effective teams
Shared cognition/mental models
Clarity of task delegation/performance
Mutual accountability
Focus on process, not just product
Communication: listening, respect,
feedback, synthesis
1
2
3
4
5
20. Ask them to write/report what they like-dislike about teamwork
Brainstorm qualities of effective team-member and team processes
Model effective (and ineffective) team behavior
Create authentic situation/case and let staff practice in real-time
1
2
3
4
Steps for training staff in teamwork skills
21. Think about effective teams for an occupational group
in your discipline or department/unit.
Describe notable features of these effective teams,
especially the situation, issues related to team process
(e.g., leadership, decision-making, task delegation),
and accountability.
Write - talk w/person next to you -
2-3 people share w/room
Writing exercise
22. Parting Thought: “Soft” skills are becoming more
critical in the workplace
Automation and Non-Routinized Tasks
The Human Touch: Empathy, Humor, Rapport
Understanding and celebrating differences across race,
gender, class and culture
23. 1. Articulate specific skills needs and corresponding learning goals
6 Steps for Teaching & Training “Soft” Skills
2. Identify disciplinary or occupational genres and norms
3. Consider cultural constructions or facets of the skill
5. Model and demonstrate the skill
4. Provide direct instruction about key principles
6. Design interactive and realistic learning activity - PBL
24. Next Steps
Expanding College Internship Study (UW-Oshkosh, Univ Baltimore, FSU, Kyoto)
7-Week Online “Soft” Skills Course for Postsecondary Educators
(Division of Continuing Studies, UW-Madison)
NSF Study on 4 Skills in 4 Professions
Email: matthew.hora@wisc.edu Twitter:@matt_hora @UWMadisonCCWT Web: ccwt.wceruw.org
Slide deck posted on: www.slideshare.net
http://empower.wceruw.org/#/