The document discusses group work and identifies some of the key issues students have with it. It notes that while group work is meant to be a valuable instructional strategy, it is often loathed by students. Some of the main problems identified include unclear roles and expectations, lack of structure, issues with participation and accountability. The document explores strategies to address these issues, such as defining roles and using project management tools to provide structure. It also references other resources that discuss strategies for improving group work experiences.
James buckingham dreaded group work - 23 nov 2013.keyTAEDTECH Sig
The document discusses strategies for making group work less dreaded for students. It begins by examining common issues with group work, such as unclear roles and expectations, lack of structure and accountability. The document then presents strategies for addressing these issues, such as using collaboration tools like Etherpad and Trello to structure work and ensure accountability. It suggests the role of the teacher is important in implementing these strategies and coaching students on interpersonal skills for successful group work. Overall, the document argues that with the right strategies and tools, group work can be a valuable learning experience for students.
The document discusses the ADDIE model of instructional design which includes 5 phases - analysis, design, development, implementation, and evaluation - and provides examples of tasks that an instructional designer would perform in each phase such as performing a task analysis in analysis, writing goals and objectives in design, developing materials in development, and evaluating the impact of the training in evaluation. The ADDIE model is presented as a systematic approach for instructional designers to solve instructional problems.
The document discusses the ADDIE model of instructional design. It describes each phase of the ADDIE model including analysis, design, development, implementation and evaluation. It provides examples of tasks within each phase such as conducting a needs analysis, writing goals and objectives, developing instructional materials, and evaluating the effectiveness of the instruction. The overall purpose is to introduce students to the ADDIE model and have them demonstrate familiarity with the tasks and goals of each phase.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
Increasing Student Engagement with Personalised FeedbackAbelardo Pardo
Abelardo Pardo presented on increasing student engagement through personalized feedback. He discussed how simple information transfer is not effective for learning and that active learning techniques that engage students are better. Personalized feedback was identified as one of the most effective ways to improve student outcomes. If designed well, with frequent, timely, and targeted feedback, engagement and achievement can be increased. Pardo concluded that embracing instructional design principles, understanding student approaches, and using data to provide personalized situated feedback can strongly benefit learning.
MHA2018 - How Agile Coaching Practices Can Be Used in Schools To Get Students...AgileDenver
"Are we doing all we can as educators to prepare students for the demands of the modern workplace? In this session we will explore how Agile is being used in the classroom, how SCRUM ceremonies are the key to student reflection and growth, and what our community can do to promote Agile in schools. This session will be divided into 3 parts:
1. What Are the Challenges that Public and Private Education Faces in the 21st Century?
2. How Coaching Students Using Agile Ceremonies Can Solve the Problem of Workplace Readiness
3. What the Agile Community Can Do To Promote Agile in Schools "
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
James buckingham dreaded group work - 23 nov 2013.keyTAEDTECH Sig
The document discusses strategies for making group work less dreaded for students. It begins by examining common issues with group work, such as unclear roles and expectations, lack of structure and accountability. The document then presents strategies for addressing these issues, such as using collaboration tools like Etherpad and Trello to structure work and ensure accountability. It suggests the role of the teacher is important in implementing these strategies and coaching students on interpersonal skills for successful group work. Overall, the document argues that with the right strategies and tools, group work can be a valuable learning experience for students.
The document discusses the ADDIE model of instructional design which includes 5 phases - analysis, design, development, implementation, and evaluation - and provides examples of tasks that an instructional designer would perform in each phase such as performing a task analysis in analysis, writing goals and objectives in design, developing materials in development, and evaluating the impact of the training in evaluation. The ADDIE model is presented as a systematic approach for instructional designers to solve instructional problems.
The document discusses the ADDIE model of instructional design. It describes each phase of the ADDIE model including analysis, design, development, implementation and evaluation. It provides examples of tasks within each phase such as conducting a needs analysis, writing goals and objectives, developing instructional materials, and evaluating the effectiveness of the instruction. The overall purpose is to introduce students to the ADDIE model and have them demonstrate familiarity with the tasks and goals of each phase.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
Increasing Student Engagement with Personalised FeedbackAbelardo Pardo
Abelardo Pardo presented on increasing student engagement through personalized feedback. He discussed how simple information transfer is not effective for learning and that active learning techniques that engage students are better. Personalized feedback was identified as one of the most effective ways to improve student outcomes. If designed well, with frequent, timely, and targeted feedback, engagement and achievement can be increased. Pardo concluded that embracing instructional design principles, understanding student approaches, and using data to provide personalized situated feedback can strongly benefit learning.
MHA2018 - How Agile Coaching Practices Can Be Used in Schools To Get Students...AgileDenver
"Are we doing all we can as educators to prepare students for the demands of the modern workplace? In this session we will explore how Agile is being used in the classroom, how SCRUM ceremonies are the key to student reflection and growth, and what our community can do to promote Agile in schools. This session will be divided into 3 parts:
1. What Are the Challenges that Public and Private Education Faces in the 21st Century?
2. How Coaching Students Using Agile Ceremonies Can Solve the Problem of Workplace Readiness
3. What the Agile Community Can Do To Promote Agile in Schools "
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
The document summarizes feedback received on the IPSASB's strategy and work plan. It includes:
- Responses came from various regions, with most from Europe.
- Stakeholders strongly supported the strategic objective of strengthening public financial management globally.
- Feedback supported modifying the single outcome to focus on improved decision-making and accountability.
- The outputs of developing standards and publications and stakeholder engagement were deemed appropriate.
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
This document outlines the stages of the group work process, including intake, selection of members, assessment and planning, group development and intervention, and evaluation and termination. It describes the different stages in detail, including fact finding, goal setting, and various intervention strategies. Evaluation is presented as an ongoing and continuous process involving measuring the group's experience against objectives, member performance and growth, and level of achievement.
This document outlines the key stages of the group work process: intake, study, defining objectives, goal setting, intervention strategies, and evaluation. Intake involves selecting members who will benefit from the group. Study involves collecting facts about members. Objectives provide clarity on how the group will function. Goal setting involves determining goals and responsibilities. Intervention strategies can include gestalt therapy and transactional analysis. Evaluation assesses individual growth, the group's development, and members' contributions. The overall purpose is to understand and help fulfill members' needs through the group process.
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
Design Thinking + Universal Design for Learningsandrasawaya
This document provides an agenda for a professional development session on design thinking and universal design for learning. The session will introduce the fundamentals of design thinking and have participants apply the design thinking process to problems of practice. It will also explore the universal design for learning guidelines and how to apply them to online teaching. The agenda includes times for introductions, presentations, group work, breaks and reflection. Shared workspaces and resources are also provided.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
This protocol outlines a process for teachers to present projects to colleagues for feedback. The presenting teacher will describe the project title, essential question, learning goals, timeline and support provided. Participants can then ask clarifying questions. Next, more probing questions are asked to understand the teacher's thinking behind project decisions and goals. A discussion follows about how the project addresses rigor, authenticity, applied learning, exploration, adult connections and assessment. Finally, the presenting teacher reflects on feedback and participants discuss lessons learned.
On June 8, 2012, I led a session to network our collaborative inquiry teams and collaborative learning partners. We shared best practices for networking in the opening and minds on. The teams then shared in a way that underscored these best practices. Most team members were already on Edmodo, so we used Edmodo for sharing next steps. For those who were not on Edmodo, we got them set up with accounts, so they could participate fully. We had 30 iPads and 7 laptops available for people who did not bring their own devices. All of the iPads were utilized.
Ubiquitous Learning: Leveraging the Strengths of Online EducationJean Marrapodi
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Design Thinking is a human-centered approach to problem solving that emphasizes empathy, ideation, prototyping, and testing. The document discusses Design Thinking and its application to course design based on Fink's model of significant learning. It provides an overview of the stages of Design Thinking (empathize, define, ideate, prototype, test) and Fink's principles for designing courses that promote critical thinking and lifelong learning through interactive, learner-centered activities addressing real-world problems. Readers are prompted to apply Design Thinking and Fink's framework to reflect on strategies used in their own classrooms.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This document provides an overview of a workshop on digital learning and teaching with small groups. The workshop aims to increase understanding of the role of technology in learning and teaching and explore approaches to enhance engagement. It discusses digital learning approaches at the university, including technology-enhanced, enabled, and dependent models. The document also covers what constitutes small group work, potential benefits and challenges, and skills for managing small group teaching. Sample small group activities are provided to discuss topics like the importance of small group learning and challenges of group work.
The document summarizes feedback received on the IPSASB's strategy and work plan. It includes:
- Responses came from various regions, with most from Europe.
- Stakeholders strongly supported the strategic objective of strengthening public financial management globally.
- Feedback supported modifying the single outcome to focus on improved decision-making and accountability.
- The outputs of developing standards and publications and stakeholder engagement were deemed appropriate.
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
This document outlines the stages of the group work process, including intake, selection of members, assessment and planning, group development and intervention, and evaluation and termination. It describes the different stages in detail, including fact finding, goal setting, and various intervention strategies. Evaluation is presented as an ongoing and continuous process involving measuring the group's experience against objectives, member performance and growth, and level of achievement.
This document outlines the key stages of the group work process: intake, study, defining objectives, goal setting, intervention strategies, and evaluation. Intake involves selecting members who will benefit from the group. Study involves collecting facts about members. Objectives provide clarity on how the group will function. Goal setting involves determining goals and responsibilities. Intervention strategies can include gestalt therapy and transactional analysis. Evaluation assesses individual growth, the group's development, and members' contributions. The overall purpose is to understand and help fulfill members' needs through the group process.
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
Design Thinking + Universal Design for Learningsandrasawaya
This document provides an agenda for a professional development session on design thinking and universal design for learning. The session will introduce the fundamentals of design thinking and have participants apply the design thinking process to problems of practice. It will also explore the universal design for learning guidelines and how to apply them to online teaching. The agenda includes times for introductions, presentations, group work, breaks and reflection. Shared workspaces and resources are also provided.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
This protocol outlines a process for teachers to present projects to colleagues for feedback. The presenting teacher will describe the project title, essential question, learning goals, timeline and support provided. Participants can then ask clarifying questions. Next, more probing questions are asked to understand the teacher's thinking behind project decisions and goals. A discussion follows about how the project addresses rigor, authenticity, applied learning, exploration, adult connections and assessment. Finally, the presenting teacher reflects on feedback and participants discuss lessons learned.
On June 8, 2012, I led a session to network our collaborative inquiry teams and collaborative learning partners. We shared best practices for networking in the opening and minds on. The teams then shared in a way that underscored these best practices. Most team members were already on Edmodo, so we used Edmodo for sharing next steps. For those who were not on Edmodo, we got them set up with accounts, so they could participate fully. We had 30 iPads and 7 laptops available for people who did not bring their own devices. All of the iPads were utilized.
Ubiquitous Learning: Leveraging the Strengths of Online EducationJean Marrapodi
Holding courses online is no longer a nice-to-have option for higher education. Colleges invest money in a learning management system and expect faculty to start using it. Unfortunately, preparing for the online classroom is very different from the traditional classroom, and many faculty resist the transition. Some resist from fear of change, others from fear of technology, and others because they cannot conceive of online learning being successful. The online environment offers many opportunities that are unavailable to the traditional classroom. In this session we will look at best practices in online learning, and some of the hallmarks of successful MOOCs, which attract tens of thousands of learners worldwide. We will discuss the nuts and bolts of effective online lectures, discussion questions, and assessment activities that allow students to use 21st century tools to demonstrate what they have learned. We will consider the value of peer assessments, rubrics, and group work that leverages collaborative problem solving. Part theory, and part tactical, this session is presented from the trenches of experience, and will allow you to share your successful ideas to embrace the process of knowledge making over knowledge consumption.
Presented at ATD2015, Orlando FL in the Higher Ed track.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Design Thinking is a human-centered approach to problem solving that emphasizes empathy, ideation, prototyping, and testing. The document discusses Design Thinking and its application to course design based on Fink's model of significant learning. It provides an overview of the stages of Design Thinking (empathize, define, ideate, prototype, test) and Fink's principles for designing courses that promote critical thinking and lifelong learning through interactive, learner-centered activities addressing real-world problems. Readers are prompted to apply Design Thinking and Fink's framework to reflect on strategies used in their own classrooms.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This document provides an overview of a workshop on digital learning and teaching with small groups. The workshop aims to increase understanding of the role of technology in learning and teaching and explore approaches to enhance engagement. It discusses digital learning approaches at the university, including technology-enhanced, enabled, and dependent models. The document also covers what constitutes small group work, potential benefits and challenges, and skills for managing small group teaching. Sample small group activities are provided to discuss topics like the importance of small group learning and challenges of group work.
The document provides tips for facilitating effective group work. It recommends using group projects to reduce grading workload, improve work quality, and foster learning and connections. Instructors should use collaboration tools like screen sharing, video chat, wikis and Google docs for papers and presentations. When forming groups, instructors can consider geography, schedules, work styles, topics or majors. Instructors should encourage communication, provide early low-stakes collaboration opportunities, track participation, have a group divorce policy, and allow for anonymous feedback. The presentation links provide additional guidance.
Backward design:learning with a Purpose LARC 1/29/11Toni Theisen
The document discusses the principles of backward design for creating student-centered thematic units. Backward design is a framework that involves starting with the desired learning outcomes and goals, then designing assessments to measure those outcomes, and finally developing instructional activities to help students achieve the outcomes. The document provides information on the three stages of backward design: 1) identifying desired results like standards and objectives, 2) determining acceptable evidence of student learning through assessment, and 3) developing learning plans and instruction. It also discusses how to design thematic units around key concepts and aligned assessments using this approach.
The document provides a marking rubric for assessing a student's ability to change a wheel on a car. It is divided into 3 criteria: time (worth 1 mark), safety (worth 3 marks), and use of tools (worth 2 marks). For each criteria, the rubric describes the requirements to achieve a 'Good', 'Very Good', or 'Excellent' score. It then shows how a student scored on this assessment - achieving 3/5 for time, 12/15 for safety, and 10/10 for use of tools.
The document describes the ADDIE model of instructional design and the Understanding by Design (UBD) framework.
The ADDIE model involves 5 phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves needs analysis, content analysis and task analysis to identify instructional goals and objectives. The Design phase involves creating a blueprint to guide instruction. The Develop phase prepares instructional materials. The Implementation phase delivers instruction. The Evaluation phase determines if learning outcomes were achieved.
The UBD framework involves 3 stages - identifying desired results, determining acceptable evidence, and planning learning experiences. It focuses on designing curriculum backwards from desired results. The stages guide identifying essential questions, assessment methods, and instructional
Similar to The dreaded "Group Work" strategy revisited (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
The dreaded "Group Work" strategy revisited
1. Dreaded Group Work Revisted
Pre event activity
From my experience, group work is a
valuable instructional strategy.
Strongly agree ...........agree .............neutral...............disagree ........... Strongly disagree
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2. Dreaded
Group Work Revisted
presented 23 November, 2013
at Emirates College of Technology, Abu Dhabi
by
James Buckingham
Education Technologist / Instructor
◦
auh.jimb@gmail.com
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3. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
•
• Key issues identified
•
• Key strategies to overcome
these issues
student perceptions
experts
• experts
• How tech tools can help
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4. Dreaded Group Work Revisted
Table of Contents
Examine group work.
• Goal
Q - Why is it loathed so much?
• Problem stated
Q - What your peers are saying?
•
• Key issues identified Q - What can we do about it?
•
Q - How can IT tools help?
• Key strategies to overcome
these issues
student perceptions
experts
• experts
• How tech tools can help
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5. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
5
5
6. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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6
7. Dreaded Group Work Revisted
Table of Contents
•
• Problem stated
Goal
Why Group Projects Suck (by imahs17)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/50BEtHUTDCQ
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8. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
Episode 20 - Group Projects (by ThePennyProductions)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/tMpZ0uAjJMg?t=36s
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9. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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9
10. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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10
11. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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12. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
I hate group projects (Amanda Lynn Cameron)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/kbo6ViYOt8A
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13. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
What Are The Concerns About Group Work? (tvoparents)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/dLHbIVZjkmI
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14. Dreaded Group Work Revisted
Activity
What are the 5 most important issues
with GroupWork?
Placemat - think, pair, share
1) answer the question on your section of the placemat
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15. Dreaded Group Work Revisted
Activity
What are the 5 most important issues
with GroupWork?
Placemat - think, pair, share
1) answer the question on your section of the placemat
2) review & discuss the answers of your group
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16. Dreaded Group Work Revisted
Activity
What are the 5 most important issues
with GroupWork?
Placemat - think, pair, share
1) answer the question on your section of the placemat
2) review & discuss the answers of your group
3) create a top 5 list of answers in the middle box
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17. Dreaded Group Work Revisted
Activity
What are the 5 most important issues
with GroupWork?
Placemat - think, pair, share
1) answer the question on your section of the placemat
2) review & discuss the answers of your group
3) create a top 5 list of answers in the middle box
4) report on your list with the rest of us
5 answers
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18. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
Key issues with group
work?
roles
expectations
interpersonal skills
structure
participation
accountability
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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19. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
TVO - What is the Role of the Teacher in Group Work?
(tvoparents)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/zVGZEMmrQe0
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20. Dreaded Group Work Revisted
Table of Contents
•
• Problem stated
Goal
TVO - What is Cooperative Learning? (tvoparents)
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://youtu.be/ZD6HpOAucdQ
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20
21. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
Key issues with group
work?
roles
expectations
interpersonal skills
structure
participation
accountability
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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22. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
Structure &
accountability with
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
Etherpad
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http://youtu.be/X_SO7K6ef6g
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23. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
http://buckinsand.titanpad.com/289
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24. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
Structure &
accountability with
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
Trello
http://youtu.be/Nm-mCFi-8zE
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25. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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25
26. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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26
27. Dreaded Group Work Revisted
Table of Contents
• Goal
• Problem stated
• student perceptions
• parent perceptions (?)
• Key issues identified
•
• Key strategies to overcome
these issues
experts
• experts
• How tech tools can help
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28. .... whether you realize it or not,
no matter what field you’re going into and
what job you want,
.... you will be working with other people for
the rest of your lives.
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29. Less Dreaded
Group Work Now ?
presented 23 November, 2013
at Emirates College of Technology, Abu Dhabi
by
James Buckingham
Education Technologist / Instructor
◦
auh.jimb@gmail.com
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30. Dreaded Group Work Revisted
Bibliography
Better Than Google Docs - Etherpad Alternatives. (2010). Retrieved from http://
www.youtube.com/watch?v=kJ-pC37uwD8&feature=youtube_gdata_player
Boise State University. (2013, September 24). Online Group Work. The Blue Blog. Retrieved
from http://ecampus.boisestate.edu/students/2013/09/24/online-group-work/
Burdett, J. (2003). Making Groups Work: University Students’ Perceptions. International
Education Journal, 4(3), 177–191.
Chastaine, Z. (2013, February 28). Buckin-A: Group work is a waste of time. The Arbiter.
Retrieved from http://arbiteronline.com/2013/02/28/buckin-a-group-work-is-a-waste-of-time/
Does “Group Work” Work? : Is It the Best Way for Children to Learn? (2010). Retrieved from
http://www.youtube.com/watch?v=Tdt-b4yMp-M&feature=youtube_gdata_player
Episode 20 - Group Projects. (2012). Retrieved from http://www.youtube.com/watch?
v=tMpZ0uAjJMg&feature=youtube_gdata_player
Etherpad Basic Explanation. (2009). Retrieved from http://www.youtube.com/watch?
v=hYQ8oY0_DxY&feature=youtube_gdata_player
I Hate Group Projects. (2011). Retrieved from http://www.youtube.com/watch?
v=kbo6ViYOt8A&feature=youtube_gdata_player
Kriflik, L., & Mullan, J. (2007). Strategies to Improve Student Reaction to Group Work. Journal
of University Teaching and Learning Practice, 4(1). Retrieved from http://jutlp.uow.edu.au/
2007_v04_i01/pdf/kriflik_009.pdf
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31. Dreaded Group Work Revisted
Bibliography
Lawday, R. (2013, April 18). Why I hate group projects. MacLeans.ca / on campus. Retrieved
from http://oncampus.macleans.ca/education/2013/04/18/why-i-hate-group-projects/
Quick Introduction to Etherpad. (2010). Retrieved from http://www.youtube.com/watch?
v=X_SO7K6ef6g&feature=youtube_gdata_player
Robinson, A. (2012, December). Trello Collaboration and Innovation. PowerPoint, Zayed
University, Abu Dhabi, United Arab Emirates
Rubistar. (n.d.). Create Rubrics for your Project Based Learning Activities. Teachers.org.
Retrieved from http://rubistar.4teachers.org/index.php?
screen=CustomizeTemplate&bank_rubric_id=15§ion_id=6&
says, L. W. (n.d.). In Defense of Group Work. The Flâneur’s Turtle. Retrieved November 22,
2013, from http://theflaneursturtle.com/2013/10/03/in-defense-of-group-work/
Snapshot. (n.d.). Retrieved from http://theflaneursturtle.com/2013/10/03/in-defense-of-groupwork/
Trello Tip #1: “Why is Trello So Useful?” #NowPlaying on Grovo.com. (n.d.). Retrieved
November 22, 2013, from http://www.grovo.com/trello/introduction-to-trello
Weimer, M. (2008, July 1). Why Students Hate Groups. The Teaching Professor. Retrieved from
http://www.teachingprofessor.com/articles/teaching-and-learning/why-students-hate-groups
What Are The Concerns About Group Work? (2010). Retrieved from http://www.youtube.com/
watch?v=dLHbIVZjkmI&feature=youtube_gdata_player
What is the Role of the Teacher in Group Work? (2010). Retrieved from http://
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www.youtube.com/watch?v=zVGZEMmrQe0&feature=youtube_gdata_player
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32. Dreaded Group Work Revisted
Bibliography
White, L. (n.d.). Students hate group assignments. TheAustralian. Retrieved November 12,
2013, from http://www.theaustralian.com.au/higher-education/this-campus-life/students-hategroup-assignments/story-fnhuzyzf-1226734939499
Who Doesn’t Hate Group Work? (n.d.). On the Tenure Track. Retrieved November 22, 2013,
from http://awaitingtenure.wordpress.com/2008/03/26/group-work-can-be-easy-filler/
Why Group Projects Suck. (2011). Retrieved from http://www.youtube.com/watch?
v=50BEtHUTDCQ&feature=youtube_gdata_player
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