Oral presentations can be used to assess students' knowledge and understanding of a topic. They require students to research a topic, prepare a presentation, and deliver it to an audience. Presentations are commonly done individually using PowerPoint or Prezi and can also be done in small groups. It is important to clearly outline the expectations, criteria, and what will be assessed. Presentations can evaluate students' research, problem-solving, communication, and time management skills. While they provide benefits like practicing public speaking skills, challenges include student anxiety and the time required for preparation, delivery, and assessment.
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
A summary of skills needed by online tutors, concentrating on encouraging student motivation, moderating synchronous and asynchronous discussions and course format considerations.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
A summary of skills needed by online tutors, concentrating on encouraging student motivation, moderating synchronous and asynchronous discussions and course format considerations.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docxcowinhelen
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
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
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Presentations
• A means of communication that can be adapted to
various speaking situations in a real world, such as
talking to a group, addressing a meeting or briefing a
team.
What is an oral presentation?
• Enable students to use the speaking skills to express
their knowledge and understanding of a topic by
addressing an audience on a particular topic.
Definition
3. Types of
Presentations
A common format is in-class presentations on a
prepared topic, often supported by visual aids in the
form of PowerPoint slides OR prezi
Presentations are often combined with other modes of
assessment; for example presentation of a project
report, presentation of a poster, presenting a practical
exercise, etc.
4. Design &
Criteria
Design format
It is important to provide opportunities to discuss
expectations and practice for example by building
short presentation activities with discussion and
feedback into class time.
Criteria
it is important to ensure that the students are clear
about what they expected to do and understand the
criteria that will be used to asses them. (See Ginkel
et al, 2017 for a useful case study.)
6. Assessment
Preparation
Procedure
Presentation assessments require the learner to
Research a particular topic
Prepare the topic
Deliver the presentation on the topic.
This form of assessment places the emphasis on
students’ capacity to arrange and present information
in a clear, coherent and effective way’ rather than on
their capacity to find relevant information and sources.
However, as discussed above, it could be used to
assess both.
Some presentations are completed in a small group
and require teamwork.
7. Assessment
Criteria
Presentations, depending on the task set, can be
particularly useful in assessing:
knowledge skills and critical analysis
applied problem-solving abilities
ability to research and prepare persuasive arguments
ability to generate and synthesise ideas
ability to communicate effectively
ability to present information clearly and concisely
ability to present information to an audience with
appropriate use of visual and technical aids
time management
interpersonal and group skills.
8. Group
Presentation
Assessment
In the case of group presentation, teacher might
also assess:
level of contribution to the group
ability to contribute without dominating
ability to maintain a clear role within the group
9. Advantages
Students learn how to speak in front a group, a
broadly applicable professional skill.
They learn how to prepare material for public
presentation, and practice (especially with feedback)
improves their speaking skills.
Enable the learners to nurture their researching
skills and prepare persuasive arguments.
Through the process of preparing for presentation,
students can develop their ability to critically
analyze the topic, apply problem solving abilities
and synthesize information.
10. Advantages
It develops the students’ capacity to arrange and
present information in a clear, coherent and
effective way.
It develops time-management skills and enable the
learner to use realistic timeframes for preparation.
It refines their ability to collaborate between
students and develop their interpersonal skills.
From a teacher’s point of view, presentations are
generally assessed on the spot and feedback is
immediate, which reduces marking time.
ability to present information to an audience with
appropriate use of visual and technical aids
11. Challenges
anxiety - this might impact on their performance
time – it can be time consuming both in terms of
student preparation and performance
time - to develop skill in designing slides if they are
required or a poster which also require careful
design.
lack of anonymity and potential bias on the part of
markers.
Workload
