Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Les comparto esta presentación sobre adult learning. en particular a mis colegas inscritos en el programa de desarrolllo de habilidades docentes clinicas
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
This presentation addresses 9 common barriers to change in the educational field. It will be beneficial to anyone contemplating making a change as it allows you to view the effects of the change from several different viewpoints.
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
This presentation addresses 9 common barriers to change in the educational field. It will be beneficial to anyone contemplating making a change as it allows you to view the effects of the change from several different viewpoints.
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
При разработке любого нового наукоемкого продукта требуется на стадии проектирования провести компьютерное моделирование, этому служат системы инженерного компьютерного анализа САЕ (также называемые расчетными пакетами).
Обычно такие системы для промышленного использования создаются, как универсальные, т.е. ориентированные на несколько отраслей промышленности, где необходимы такие расчеты (например, на прочность).
Все используемые в России САЕ системы западные.
Пакет прочностного анализа FIDESYS является первым российским пакетом САЕ такого уровня, и делает рынок прочностных расчетов в России (как минимум) не зависимым от пакетов САЕ зарубежных производителей, превосходит по точности и производительности, имеющиеся пакеты, и в ряде случаев пакет станет единственным на рынке.
SmaileX.com - это онлайн-сервис, который, впервые во всей отрасли экспресс-доставки, которая достигает 211 млрд. $ позволяет:
- определить вес и размер "на глазок" с помощью визуальных ассоциаций и/или стандартных упаковок;
- определить вес и размер по содержанию (например, два телефона iPhone);
- не беспокоиться о почтовых индексах;
- узнать и сравнить цены различных перевозчиков (DHL, FedEX, UPS, TNT) перед оформлением заказа, самостоятельно выбрать перевозчика по параметрам цена-время-рейтинг;
- оформить заявку онлайн и получить скидку от цены перевозчика.
SmaileX.com - дешевле, а главное - удобнее!
Презентационное видео - http://www.youtube.com/watch?v=5dkN5PT6XIY
Сейчас отправить посылку без знания размера, веса и индекса - невозможно на сайте ни одного из перевозчиков.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
This presentation is part of a workshop I run on Approaches to Doctoral Supervision as part of a Research Supervision Module for new doctoral supervisors.
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. Why change induction? Positive impression of institution Learner focused Reduce anxiety Facilitate socialisation Inform learners of rights & responsibilities Introduce academic & organisational skills To support transition to HE = retention & student success
5. Perspectives from Identity Studies/Organisational Psychology The context Socialisation tactics: Institutionalised V Individualised (Education tends to be more individualised). Provides particular discourses of participation to which entrants are exposed. Must utilise socialisation tactics that will manage and influence the entrant’s perceptions of the compatibility between themselves and the context
6. The Individual Pre-entry experiences Existing world view used to interpret new context More experience of type of context is beneficial Pre-emptive identity-work/expectations Expectations not met due to the inflated nature of many organisational recruiting practices or are based on stereotyped or ill-informed knowledge of the new context. More pro-activity with regard to identity-exploration and day-to-day organisation for entry is beneficial Whether or not they are exiting another context/discontinuing the use of another identity
7. ***ENTRY SHOCK!!!*** New entrants often experience disorientation, a sense of foreignness and a kind of sensory overload when entering a new and possibly unfamiliar context Dissonance may cause the entrant to: leave the new context; renegotiate the terms of their being in that context (or attempt to); or accept the new context, even if it is different to how they thought it would be
8. Eliminating or Minimising Entry Shock The individual Self-management/Self-regulation during early socialisation will bring less anxiety and stress More sophisticated beliefs about nature of knowledge, and also self-belief, is beneficial [the above can be learned from others in the context] Socialising: General, mentoring relationships & with supervisors (create psychologically meaningful groups)
9. The context May manage or mismanage the new entrant’s early experience in the context, and their early interactions with others within the context Attempt to ensure that entrant’s conscious pre-entry expectations are not under-fulfilled or unmet Appreciate the near inevitability of entrants having to deal with unanticipated aspects of this new, different context when organisational or group structures and processes are designed
10. Encourage learning about local culture and norms in order to facilitate adaptation and progress Use of secrecy norms, the sink-or-swim, learn-on-your-own philosophy, and sanctions against sharing information are dysfunctional for newcomers and for the context Provide training in behavioural self-management techniques and reinforce these behaviours through the context’s norms and role models Provide timely, formal and informal feedback about their progress (reduces incidence of entrants making inaccurate attributions or unhelpful evaluations about aspects of the context)
11. Normalisation Entrants who progress beyond initial difficulties, without leaving the context, may then learn the ropes and develop a more stable context specific-identity. They have attained a clearer sense of themselves in the new context, their role and what is expected of them. They move from being a newcomer to an insider, within that context.
12. Identity-creation and identity-management processes in adult learners Identity-creation and identity-management processes in adult learners Two interrelated processes: Identity-creation narratives and day-to-day identity-management processes Recommendations: Promote positive identity-creation narratives and facilitate learners in their day-to-day identity-management
13. Education based research Transition from school to HE is a difficult time for students The critical points to consider in the transition process are: Adapting to changes in academic teaching and expectations Adapting to changes in social lives, living more independently, a new circle of peers Tinto (1987) stated that “students who do not feel that they belong both academically & socially are likely to leave”
14. The roots of attrition Why students leave early: (Cuseo 2002) Academic under preparedness Academic boredom Difficulties managing the transition to HE Uncertainties about the long term goals Perceived irrelevance of the curriculum Social isolation Mismatch between learner expectations & early experiences Low commitment Finance
15. Induction & retention First semester is a critical period for students with many students being unprepared for the experience ( Yorke, 1999) The majority of students are making the transition from the more rigid and formal teaching of second level to HE’s demand for learner autonomy Cook and Leckey (1999) demonstrate that ‘A’ level study habits can persist well into the first year
16. University of Ulster STAR Project Induction should: Familiarise students with campus & services Highlight students & staff academic obligations Support development of independent study habits Provide foundations of social interaction Promote good communication between staff & students
19. Future developments Extend induction & orientation events @ pre-entry, entry & post entry Embed induction into first year Provide online resources and skills handbook to pre entry learners Investigate and measure effect of new induction on retention and success Raise awareness about importance of induction
20. References Student Transition & Retention Project (2009) Guidelines for the Management of Student Transition. University of Ulster. http://www.ulster.ac.uk/star/ Cook, A. & Rushton, B. (2009) How to Recruit & Retain Higher Education Students. London: Routledge. Yorke, M. & Longden, B. (2004) Retention and Student Success in Higher Education. OUP. Grosling, G. et al. (2008) Improving Student Retention in Higher Education. London: Routledge. Brunton, J. (2009) Identity portfolio management: A Data Led Research Study of Organisational Entrant Engagement in Processes of Identity Creation and Identity Management. http://doras.dcu.ie/2359/