The document provides an overview of a module on the future of learning, including its assessment details. The module consists of four parts: an overview and assessment details; blogging, tweeting and privacy; identifying personal learning networks; and a visit to a learning society. Assessment includes three written pieces worth 25%, 25% and 50% respectively, addressing a question about the future of learning. Criteria for grading include critical thinking, research process and ethics, and communication.
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
1. The methodology section outlines the key elements of the research process including the research design, study population and sampling, data collection methods, and data analysis procedures.
2. It describes how each research objective will be achieved with sufficient detail for an independent assessment, and includes restating the research questions/hypotheses, describing the study population and sampling methodology, data collection tools and variables, data analysis processes, and any unique laboratory or research procedures.
3. The goal is to minimize assumptions, demonstrate a scientifically sound approach, ensure the study corresponds to the objectives, and provide details on the research design, data collection, researcher training, access to facilities/equipment, ethics procedures, limitations, and timeline.
This document summarizes 10 perspectives on contemporary research practices:
1. Research is now written for an international audience and must consider cultural differences.
2. Research has become more interdisciplinary in nature.
3. Research designs are based on the specific needs of the researchers and studies.
4. Sample sizes should be determined using power analysis to ensure adequate statistical power.
5. Instruments must be adapted as needed for the target sample and culture.
6. Instruments' validity and reliability should be recomputed using the study's sample data.
7. Effect sizes should be reported alongside statistical significance tests.
8. Theses and dissertations should go beyond simple analyses and relationships.
9. Publishing in
This research proposal aims to investigate the difficulties English learners face in reading comprehension skills at the secondary level in Punjab schools. The researcher plans to identify the current comprehension levels, examine causes of learning difficulties, and review how well textbooks support reading comprehension skills needed for international exams. The study will utilize questionnaires, interviews and document analysis to collect data from students, teachers, and assessment bodies. The analysis seeks to provide recommendations to policymakers on improving curriculum, instruction, and alignment with modern methodologies to enhance reading skills.
Qualitative research is a type of scientific research that seeks to understand a research problem from the perspectives of the local population involved. It provides complex descriptions of how people experience issues and identifies intangible factors like social norms. Common qualitative methods are participant observation, in-depth interviews, and focus groups. Qualitative research is flexible and allows open-ended questions and probing of participants' responses to generate rich, explanatory data.
The document provides an overview of a module on the future of learning, including its assessment details. The module consists of four parts: an overview and assessment details; blogging, tweeting and privacy; identifying personal learning networks; and a visit to a learning society. Assessment includes three written pieces worth 25%, 25% and 50% respectively, addressing a question about the future of learning. Criteria for grading include critical thinking, research process and ethics, and communication.
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
1. The methodology section outlines the key elements of the research process including the research design, study population and sampling, data collection methods, and data analysis procedures.
2. It describes how each research objective will be achieved with sufficient detail for an independent assessment, and includes restating the research questions/hypotheses, describing the study population and sampling methodology, data collection tools and variables, data analysis processes, and any unique laboratory or research procedures.
3. The goal is to minimize assumptions, demonstrate a scientifically sound approach, ensure the study corresponds to the objectives, and provide details on the research design, data collection, researcher training, access to facilities/equipment, ethics procedures, limitations, and timeline.
This document summarizes 10 perspectives on contemporary research practices:
1. Research is now written for an international audience and must consider cultural differences.
2. Research has become more interdisciplinary in nature.
3. Research designs are based on the specific needs of the researchers and studies.
4. Sample sizes should be determined using power analysis to ensure adequate statistical power.
5. Instruments must be adapted as needed for the target sample and culture.
6. Instruments' validity and reliability should be recomputed using the study's sample data.
7. Effect sizes should be reported alongside statistical significance tests.
8. Theses and dissertations should go beyond simple analyses and relationships.
9. Publishing in
This research proposal aims to investigate the difficulties English learners face in reading comprehension skills at the secondary level in Punjab schools. The researcher plans to identify the current comprehension levels, examine causes of learning difficulties, and review how well textbooks support reading comprehension skills needed for international exams. The study will utilize questionnaires, interviews and document analysis to collect data from students, teachers, and assessment bodies. The analysis seeks to provide recommendations to policymakers on improving curriculum, instruction, and alignment with modern methodologies to enhance reading skills.
Qualitative research is a type of scientific research that seeks to understand a research problem from the perspectives of the local population involved. It provides complex descriptions of how people experience issues and identifies intangible factors like social norms. Common qualitative methods are participant observation, in-depth interviews, and focus groups. Qualitative research is flexible and allows open-ended questions and probing of participants' responses to generate rich, explanatory data.
This document provides guidance on writing the introduction and defining the problem for a thesis. It discusses including background information, the problem statement, objectives, significance and delimitations in the introduction. For the problem, it recommends stating it in question form and defining key terms. Variables should also be identified, including independent, dependent, intervening and moderator variables. The problem scope can be focused by delimiting aspects like purpose, time period, location, variables studied, and respondent types and size.
This lesson plan aims to teach learners to identify different types of claims through group presentations and discussions. The plan includes objectives, content standards, procedures, learning resources and an assessment. Learners will engage in a warm-up activity to introduce the lesson, then present in groups to demonstrate their understanding of claims of value and policy. The teacher will analyze the presentations with the class and reinforce the key concepts. Learners will complete an individual activity to practice identifying claim types and receive feedback.
This document discusses purpose statements, research questions, hypotheses, and objectives in research studies. It defines each term and explains how they differ in intent, form, use, and placement in quantitative and qualitative research. Purpose statements advance the overall focus of a study, research questions narrow the purpose statement to specific questions being explored, and hypotheses are predictions made in quantitative research based on past literature. The document provides examples of each for quantitative and qualitative studies and explains why these statements and questions are important guideposts for readers and researchers.
The document provides guidance on how to write a research proposal. It discusses key components of a research proposal including an introduction, background, purpose, objectives, literature review, methodology, and work plan. The introduction should provide context and explain why the research topic is important. The background discusses previous related work. The purpose clearly states what will be investigated. Objectives should be specific and measurable. The methodology section describes how data will be collected and analyzed. A work plan outlines the timeline and responsibilities.
This document provides guidelines for writing an effective research brief to ensure clients have a clear view of what is needed from the research and research agencies can respond with a relevant proposal. It outlines the key sections and information that should be included in a research brief such as background on the company and research objectives, target audience, deliverables, timing, budget, and project team. Following these guidelines will help clients communicate their requirements and ensure research agencies can meet those requirements.
The document provides guidance on writing the discussion section of an academic paper. It identifies four main approaches to writing the discussion: 1) explain your findings, 2) compare your findings, 3) evaluate your findings, and 4) infer from your findings. For each approach, it provides examples of how to structure paragraphs to effectively communicate the purpose, results, and implications of the research.
Research proposals are documents prepared before a research project begins that describe the proposed research problem, its significance, and planned procedures. They help researchers clarify their thinking and ensure research questions and methods are sufficiently refined. Proposals also allow others to provide feedback to improve the study's design and potential contribution. Students preparing proposals for a dissertation or thesis should carefully choose an advisor and committee who can offer guidance throughout the research process.
This document discusses various methods and concepts related to data collection and analysis in research. It covers the classification of data, different bases for classification including qualitative, quantitative, geographical and temporal. It also discusses types of classification such as one-way, two-way and multi-way classification. The document then covers topics like primary and secondary data sources, advantages and disadvantages of primary data, sampling strategies, qualitative research methods, and ethical issues in data collection and evaluation. Key qualitative research methods discussed include interviews, focus groups, observations and self-study.
The document provides guidance on conducting effective research. It discusses several key steps:
1) Identifying a clear research question that can be answered through investigation and data analysis. The question should address a current issue and be narrow enough to study.
2) Collecting and recording data in an organized manner, typically through a research report that outlines the study's purpose, methodology, findings, and conclusions.
3) Analyzing the results using appropriate methods depending on whether the data is quantitative or qualitative.
4) Ensuring ethical research practices, including obtaining participants' informed consent, protecting confidentiality, and considering participants' needs and perspectives. Pilot testing is also important to address any issues prior to the full
The document provides an overview of research methodologies and methods. It discusses the differences between methodologies and methods, with methodologies representing the overall approach and lens for analyzing results, and methods being the specific tools used to collect data. Both qualitative and quantitative research are covered, with qualitative focusing on meanings and in-depth insights while quantitative examines relationships and trends. Key aspects of choosing and conducting qualitative research are outlined, including sampling techniques, common analysis methods like coding and triangulation, and examples of qualitative research questions.
1. The document provides guidelines for preparing a research proposal, including outlining the problem statement, justification of the problem, literature review, theoretical framework, hypotheses, definition of variables, methodology, analysis, and concluding remarks.
2. Key components of the proposal include clearly stating the research problem and question, justifying the significance and practical application of the problem, reviewing previous related work, identifying a theoretical framework, stating hypotheses, and describing how data will be collected and analyzed.
3. The proposal should be concise while thoroughly outlining the research, and academic and ethical standards must be upheld.
1. The document discusses preparing a research proposal and provides an overview of the process. It outlines identifying an area of interest, developing a research question and objectives, conducting a literature review, determining study design and methodology, obtaining ethical clearance, acquiring funding, managing the project, collecting and analyzing data, and disseminating findings.
2. Key components of a research proposal are identified as the introduction, justification, literature review, research question/hypotheses, objectives, methodology, budget, timeframe, limitations, and conflicts of interest.
3. The proposal development process involves identifying a problem, reviewing previous studies, formulating a hypothesis, developing a study design and instruments, obtaining necessary approvals, executing the project, analyzing
This document discusses grading criteria and marking schemes for exams. It provides information on:
- The purposes of marking schemes, which are to help with question writing and marking to ensure reliability and fairness.
- Types of marking schemes, including model answers, point-based, criteria-based, and those incorporating principles to discriminate levels.
- Characteristics of analytic and holistic marking schemes and their tradeoffs.
- Examples of criteria-based marking schemes that define different grade levels based on characteristics like knowledge, analysis, and communication.
Maa250 assignment 2 ethics and financial services trimester RIYAN43
The document provides instructions for a two-part ethics assignment in a financial services course. For part 1, students must complete an ethics inventory simulation and submit the results. For part 2, students must write a 1,800-word reflective statement drawing on their inventory results and discussing two course topics as they relate to the student's role as a future professional or business leader. The reflection should address global citizenship concepts and analyze how the topics will help the student in their future role.
This document outlines the typical sections and structure of a research proposal flow chart. It includes sections for an introduction explaining the research topic and questions, a literature review on previous work in the area, a methodology section detailing how the research will be conducted, preliminary data if available, limitations of the proposed research, and a conclusion restating the importance and contributions of the work. The goal is to clearly present the rationale, approach, and significance of the proposed research project.
This document provides an overview for a research project assignment in Dr. Muniz's WRIT 340: Natural Sciences course. The assignment involves writing a research review analyzing multiple documents on a scientific topic.
Students will first submit a proposal on their topic and selected sources for peer review. They will then write a 2000-2500 word research review analyzing the current state of knowledge on their topic based on at least 6 sources, including an article from a general news source or science magazine, an article from a specialist website or blog, and an article from a peer-reviewed science journal. The review should include an abstract, introduction, summary of major changes in theory and research, description of important research, and conclusion. A change memo reflecting
This is a North Central University essay about analyzing peer-reviewed research. Components include the research problem, purpose, question, sample, method and design, variables, instruments, findings and results, limitations, and the conclusion. It is written in APA format, includes references, and has been graded by an instructor (A).
This document discusses different approaches to defining the construct of reading comprehension for language assessment purposes. It begins by describing the factorial approach, which uses factor analysis of test performance to determine the separable skills involved in reading. However, this approach is limited as it focuses on the outcomes of tests rather than the actual cognitive processes involved in reading. The document then discusses the subskills approach commonly used in language pedagogy, which breaks reading down into discrete skills. However, this approach has also been criticized. The document argues that a cognitive processing approach, which examines the actual mental processes involved in real-world reading, provides a better theoretical basis for evaluating the cognitive validity of reading tests.
This document summarizes research on learning from television. It begins by noting that review articles are helpful for synthesizing findings from individual studies. It then discusses several influential reviews from the 1960s-1980s that examined learning outcomes related to television viewing. More recent reviews have focused on specific topics like reading skills, cognitive development, and violence. The document also notes that more research is needed connecting variables studied by psychologists to those studied by educators to identify effective interventions. It concludes by stating that contemporary research on cognitive effects of television has continued previous lines of inquiry while exploring the interactive nature of audio and visual processing during viewing.
This document provides information on using active and passive voice when describing procedures and methods in academic writing. It discusses:
- Using passive voice in the methodology section to report activities in simple past or present perfect tense.
- The differences between active and passive voice, with examples showing how the subject and object are positioned differently.
- How verbs change when converting between active and passive voice, such as adding "been" after "have" in the present perfect passive form.
- Ways to express reasons and explanations in the methods section, including using transitions and subordinators/conjunctions to connect ideas.
- The importance of clearly expressing the development and changes in methods.
MODULE TITLE Research Methods and International Project - part .docxpauline234567
MODULE TITLE: Research Methods and International Project - part 1 and part 2
Brief introduction to module
This module aims to provide you with the knowledge and skills that are required to undertake independent research on a topic that you will be chosen for your final dissertation where you determine the methodology and approach. In so doing you will take significant strides on the path to becoming an independent learner, and feel able to undertake other research tasks, with the help of your supervisor. The module will provide you with an understanding of research philosophies; introduce you to a range of qualitative and quantitative methodologies and methods of analysis. You will develop your intellectual reasoning ability as well as your ability to write critically. During the lecture and seminar classes you will be given opportunities to discuss and evaluate a range of research methods and approaches.
Overall assessment (part 1 and 2)
Course work
·
Research Project Proposal (35% of module marks)
Word count: 2,000 words++
·
International Business Project (65% of module marks)
Students are not to be penalised for exceeding the word count. They are encouraged to collect and analyse data, as well as discuss the findings and put forward recommendations, which requires a lengthier contribution.
Module learning outcomes:
• Be able to demonstrate knowledge and understanding of research method process, including identifying the research area, topic and question, critical literature review, research philosophy
and design, sampling and sampling techniques, data collection and analysis, synthesis and research dissemination
•
Demonstrate and understand the ethical consideration and issue as well as value of ethical procedures when conducting research in business
•
Be able to work collaboratively within a learning community, time management and self- management as well as the ability to use research skills in a wider context
•
Be able to develop an appropriate and feasible research proposal to a specific context
Research Project Proposal (35% of module marks)
The research methods proposal will enable students to build up a collection of material providing evidence of developing research skills. The core content of the proposal will consist of an exercise in each of the following five areas, corresponding to the Specific Learning Outcomes above (and will include both individual and group work).
Preliminary literature review should include 10+ references to relevant business/academic studies
Research design and its feasibility should be demonstrated
All potential ethical issues/concerns at each stage of the research project addressed
The outline of planned empirical investigation (time frame and resources) spans from the beginning of the project (brainstorming stage) till the thesis submission deadline.
The mandatory structure of the re.
The document provides a rubric for evaluating classroom-based research presentations and papers. It outlines five criteria for presentations - content and research, organization and structure, delivery and presentation skills, engagement and audience interaction, and overall impact and professionalism. It also provides five criteria for research papers - content and organization, research and analysis, writing style and clarity, critical thinking and argumentation, and citations and references. For each criterion, it describes the levels of achievement from excellent to poor.
This document provides guidance on writing the introduction and defining the problem for a thesis. It discusses including background information, the problem statement, objectives, significance and delimitations in the introduction. For the problem, it recommends stating it in question form and defining key terms. Variables should also be identified, including independent, dependent, intervening and moderator variables. The problem scope can be focused by delimiting aspects like purpose, time period, location, variables studied, and respondent types and size.
This lesson plan aims to teach learners to identify different types of claims through group presentations and discussions. The plan includes objectives, content standards, procedures, learning resources and an assessment. Learners will engage in a warm-up activity to introduce the lesson, then present in groups to demonstrate their understanding of claims of value and policy. The teacher will analyze the presentations with the class and reinforce the key concepts. Learners will complete an individual activity to practice identifying claim types and receive feedback.
This document discusses purpose statements, research questions, hypotheses, and objectives in research studies. It defines each term and explains how they differ in intent, form, use, and placement in quantitative and qualitative research. Purpose statements advance the overall focus of a study, research questions narrow the purpose statement to specific questions being explored, and hypotheses are predictions made in quantitative research based on past literature. The document provides examples of each for quantitative and qualitative studies and explains why these statements and questions are important guideposts for readers and researchers.
The document provides guidance on how to write a research proposal. It discusses key components of a research proposal including an introduction, background, purpose, objectives, literature review, methodology, and work plan. The introduction should provide context and explain why the research topic is important. The background discusses previous related work. The purpose clearly states what will be investigated. Objectives should be specific and measurable. The methodology section describes how data will be collected and analyzed. A work plan outlines the timeline and responsibilities.
This document provides guidelines for writing an effective research brief to ensure clients have a clear view of what is needed from the research and research agencies can respond with a relevant proposal. It outlines the key sections and information that should be included in a research brief such as background on the company and research objectives, target audience, deliverables, timing, budget, and project team. Following these guidelines will help clients communicate their requirements and ensure research agencies can meet those requirements.
The document provides guidance on writing the discussion section of an academic paper. It identifies four main approaches to writing the discussion: 1) explain your findings, 2) compare your findings, 3) evaluate your findings, and 4) infer from your findings. For each approach, it provides examples of how to structure paragraphs to effectively communicate the purpose, results, and implications of the research.
Research proposals are documents prepared before a research project begins that describe the proposed research problem, its significance, and planned procedures. They help researchers clarify their thinking and ensure research questions and methods are sufficiently refined. Proposals also allow others to provide feedback to improve the study's design and potential contribution. Students preparing proposals for a dissertation or thesis should carefully choose an advisor and committee who can offer guidance throughout the research process.
This document discusses various methods and concepts related to data collection and analysis in research. It covers the classification of data, different bases for classification including qualitative, quantitative, geographical and temporal. It also discusses types of classification such as one-way, two-way and multi-way classification. The document then covers topics like primary and secondary data sources, advantages and disadvantages of primary data, sampling strategies, qualitative research methods, and ethical issues in data collection and evaluation. Key qualitative research methods discussed include interviews, focus groups, observations and self-study.
The document provides guidance on conducting effective research. It discusses several key steps:
1) Identifying a clear research question that can be answered through investigation and data analysis. The question should address a current issue and be narrow enough to study.
2) Collecting and recording data in an organized manner, typically through a research report that outlines the study's purpose, methodology, findings, and conclusions.
3) Analyzing the results using appropriate methods depending on whether the data is quantitative or qualitative.
4) Ensuring ethical research practices, including obtaining participants' informed consent, protecting confidentiality, and considering participants' needs and perspectives. Pilot testing is also important to address any issues prior to the full
The document provides an overview of research methodologies and methods. It discusses the differences between methodologies and methods, with methodologies representing the overall approach and lens for analyzing results, and methods being the specific tools used to collect data. Both qualitative and quantitative research are covered, with qualitative focusing on meanings and in-depth insights while quantitative examines relationships and trends. Key aspects of choosing and conducting qualitative research are outlined, including sampling techniques, common analysis methods like coding and triangulation, and examples of qualitative research questions.
1. The document provides guidelines for preparing a research proposal, including outlining the problem statement, justification of the problem, literature review, theoretical framework, hypotheses, definition of variables, methodology, analysis, and concluding remarks.
2. Key components of the proposal include clearly stating the research problem and question, justifying the significance and practical application of the problem, reviewing previous related work, identifying a theoretical framework, stating hypotheses, and describing how data will be collected and analyzed.
3. The proposal should be concise while thoroughly outlining the research, and academic and ethical standards must be upheld.
1. The document discusses preparing a research proposal and provides an overview of the process. It outlines identifying an area of interest, developing a research question and objectives, conducting a literature review, determining study design and methodology, obtaining ethical clearance, acquiring funding, managing the project, collecting and analyzing data, and disseminating findings.
2. Key components of a research proposal are identified as the introduction, justification, literature review, research question/hypotheses, objectives, methodology, budget, timeframe, limitations, and conflicts of interest.
3. The proposal development process involves identifying a problem, reviewing previous studies, formulating a hypothesis, developing a study design and instruments, obtaining necessary approvals, executing the project, analyzing
This document discusses grading criteria and marking schemes for exams. It provides information on:
- The purposes of marking schemes, which are to help with question writing and marking to ensure reliability and fairness.
- Types of marking schemes, including model answers, point-based, criteria-based, and those incorporating principles to discriminate levels.
- Characteristics of analytic and holistic marking schemes and their tradeoffs.
- Examples of criteria-based marking schemes that define different grade levels based on characteristics like knowledge, analysis, and communication.
Maa250 assignment 2 ethics and financial services trimester RIYAN43
The document provides instructions for a two-part ethics assignment in a financial services course. For part 1, students must complete an ethics inventory simulation and submit the results. For part 2, students must write a 1,800-word reflective statement drawing on their inventory results and discussing two course topics as they relate to the student's role as a future professional or business leader. The reflection should address global citizenship concepts and analyze how the topics will help the student in their future role.
This document outlines the typical sections and structure of a research proposal flow chart. It includes sections for an introduction explaining the research topic and questions, a literature review on previous work in the area, a methodology section detailing how the research will be conducted, preliminary data if available, limitations of the proposed research, and a conclusion restating the importance and contributions of the work. The goal is to clearly present the rationale, approach, and significance of the proposed research project.
This document provides an overview for a research project assignment in Dr. Muniz's WRIT 340: Natural Sciences course. The assignment involves writing a research review analyzing multiple documents on a scientific topic.
Students will first submit a proposal on their topic and selected sources for peer review. They will then write a 2000-2500 word research review analyzing the current state of knowledge on their topic based on at least 6 sources, including an article from a general news source or science magazine, an article from a specialist website or blog, and an article from a peer-reviewed science journal. The review should include an abstract, introduction, summary of major changes in theory and research, description of important research, and conclusion. A change memo reflecting
This is a North Central University essay about analyzing peer-reviewed research. Components include the research problem, purpose, question, sample, method and design, variables, instruments, findings and results, limitations, and the conclusion. It is written in APA format, includes references, and has been graded by an instructor (A).
This document discusses different approaches to defining the construct of reading comprehension for language assessment purposes. It begins by describing the factorial approach, which uses factor analysis of test performance to determine the separable skills involved in reading. However, this approach is limited as it focuses on the outcomes of tests rather than the actual cognitive processes involved in reading. The document then discusses the subskills approach commonly used in language pedagogy, which breaks reading down into discrete skills. However, this approach has also been criticized. The document argues that a cognitive processing approach, which examines the actual mental processes involved in real-world reading, provides a better theoretical basis for evaluating the cognitive validity of reading tests.
This document summarizes research on learning from television. It begins by noting that review articles are helpful for synthesizing findings from individual studies. It then discusses several influential reviews from the 1960s-1980s that examined learning outcomes related to television viewing. More recent reviews have focused on specific topics like reading skills, cognitive development, and violence. The document also notes that more research is needed connecting variables studied by psychologists to those studied by educators to identify effective interventions. It concludes by stating that contemporary research on cognitive effects of television has continued previous lines of inquiry while exploring the interactive nature of audio and visual processing during viewing.
This document provides information on using active and passive voice when describing procedures and methods in academic writing. It discusses:
- Using passive voice in the methodology section to report activities in simple past or present perfect tense.
- The differences between active and passive voice, with examples showing how the subject and object are positioned differently.
- How verbs change when converting between active and passive voice, such as adding "been" after "have" in the present perfect passive form.
- Ways to express reasons and explanations in the methods section, including using transitions and subordinators/conjunctions to connect ideas.
- The importance of clearly expressing the development and changes in methods.
MODULE TITLE Research Methods and International Project - part .docxpauline234567
MODULE TITLE: Research Methods and International Project - part 1 and part 2
Brief introduction to module
This module aims to provide you with the knowledge and skills that are required to undertake independent research on a topic that you will be chosen for your final dissertation where you determine the methodology and approach. In so doing you will take significant strides on the path to becoming an independent learner, and feel able to undertake other research tasks, with the help of your supervisor. The module will provide you with an understanding of research philosophies; introduce you to a range of qualitative and quantitative methodologies and methods of analysis. You will develop your intellectual reasoning ability as well as your ability to write critically. During the lecture and seminar classes you will be given opportunities to discuss and evaluate a range of research methods and approaches.
Overall assessment (part 1 and 2)
Course work
·
Research Project Proposal (35% of module marks)
Word count: 2,000 words++
·
International Business Project (65% of module marks)
Students are not to be penalised for exceeding the word count. They are encouraged to collect and analyse data, as well as discuss the findings and put forward recommendations, which requires a lengthier contribution.
Module learning outcomes:
• Be able to demonstrate knowledge and understanding of research method process, including identifying the research area, topic and question, critical literature review, research philosophy
and design, sampling and sampling techniques, data collection and analysis, synthesis and research dissemination
•
Demonstrate and understand the ethical consideration and issue as well as value of ethical procedures when conducting research in business
•
Be able to work collaboratively within a learning community, time management and self- management as well as the ability to use research skills in a wider context
•
Be able to develop an appropriate and feasible research proposal to a specific context
Research Project Proposal (35% of module marks)
The research methods proposal will enable students to build up a collection of material providing evidence of developing research skills. The core content of the proposal will consist of an exercise in each of the following five areas, corresponding to the Specific Learning Outcomes above (and will include both individual and group work).
Preliminary literature review should include 10+ references to relevant business/academic studies
Research design and its feasibility should be demonstrated
All potential ethical issues/concerns at each stage of the research project addressed
The outline of planned empirical investigation (time frame and resources) spans from the beginning of the project (brainstorming stage) till the thesis submission deadline.
The mandatory structure of the re.
The document provides a rubric for evaluating classroom-based research presentations and papers. It outlines five criteria for presentations - content and research, organization and structure, delivery and presentation skills, engagement and audience interaction, and overall impact and professionalism. It also provides five criteria for research papers - content and organization, research and analysis, writing style and clarity, critical thinking and argumentation, and citations and references. For each criterion, it describes the levels of achievement from excellent to poor.
This document provides feedback on a literature review completed by student Dorobantu, Adina. The assessor provides strengths of the literature review, including clear writing, wide range of literature covered, good scientific detail and critical analysis. Suggestions for improvement include being more critical of information presented, focusing on either pathogenic mechanisms or therapeutic strategies in more detail, and standardizing the bibliography presentation. The student comments they will use the feedback to improve future work.
This document provides an overview of the Research Project Initiation course at the Technological University of Pereira in Colombia. The course focuses on helping students continue developing their research projects, with an emphasis on methods for collecting qualitative data in EFL/ESL settings. Students will learn about designing instruments, sampling, data analysis, and presenting final reports. They will also develop skills in conducting observations, interviews, and keeping research journals. Throughout the semester, students will work with advisors to further develop the methodology, findings, discussion, and conclusion sections of their thesis. The course aims to equip students with the necessary tools and competencies to conduct research in the Colombian EFL context.
This document provides guidance on how to conduct a critical appraisal or critique of a research report. It emphasizes that a critique requires careful examination of all aspects of a study, including its methodology, analysis, and conclusions. The critique should objectively assess both the strengths and limitations of the research. Key aspects that should be evaluated include the study's design, sampling approach, data collection and analysis methods, and whether ethical standards were upheld. The critique aims to advance scientific knowledge by helping to identify ways future studies could be improved.
This document provides information and instructions for Assessment 2 for the course HCS321. Students must write a 2,500 word discussion paper on one of six provided questions relating to children's welfare and wellbeing. The due date is January 29th 2018. The paper will be graded based on relevant use of literature, interpretation and insight, addressing the chosen question, structure and writing quality, and referencing. Adobe drop-in sessions are provided on January 18th and 25th for students to discuss the assessment. General guidelines and what constitutes a discussion paper are also outlined.
Faculty of Business and LawAssignment BriefMod.docxRAJU852744
Faculty of Business and Law
Assignment Brief
Module Title:
Buyer Behaviour
Assignment Number
1
Module Code:
211MKT
Assignment Title
Coursework
Assignment Weighting
50%
Release Date:
w/c 30
th
Jan 2017
Assessment Information
This assignment is designed to assess the following learning outcomes:
Students must be able to:
Demonstrate an understanding of the main theories in consumer behaviour and how these can be applied in marketing endeavours.
Understand the psychological underpinnings of consumer behavior
Produce a critical analysis of a contemporary issue in consumer behavior
This assignment is an individual assignment.
Coursework Questions:
The coursework comprises of a
2250-word individual essay
on the below topic:
Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption.
A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10%
Criteria for Assessment
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered.
High degree of understanding, critical/analytic skills and original research, where specified.
Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set.
Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate.
There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written
/
presented in a clear, well-structured way with clarity of expression.
At level 3, evidence of independent, critical thought would normally be expected.
Class II : I
65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment.
Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate.
Answer will be mostly accurate
/
appropriate, with few errors.
Little, if any, irrelevant material may be present.
Reading beyond the recommended minimum will be present where appropriate.
Well organised and clearly written
/
presented.
A good understanding, with few errors.
Some irrelevant material may be present.
Well organised and clearly written
/
presented.
Some reading
/
research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology.
Some reading
/
research beyond that recommended may be present.
Some errors may be present and inclusion of irrelevant material.
May ...
Assessment 1 science in primary classroom 1500 wordsAssessment o.docxdavezstarr61655
Assessment 1 science in primary classroom 1500 words
Assessment overview
Professor Ian Chubb (2011) said, citing a 2011 survey of Year 11 and 12 students:
…our younger generations appear to be disinterested – even disengaged from science – even though they use its applications every day: from their food, to their pens, to shoes, to clothes, to smart phones, iPods, televisions and laptops.
We live in a world in which science is embedded throughout all aspects of our lives. As teachers we have an opportunity to empower our students through science education, so they can embrace and participate in the world around them.
The purpose of this assessment task is to write a 1500 word essay that explores the role of science teachers in preparing students to be scientifically literate. As you are about to enter into this professional context, you will need to consider your own beliefs about science learning and the role of the teacher. This will form the basis of Assessment 2: Digital teaching resource and Assessment 3: Folio.
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
1. Analyse pedagogical approaches in teaching and learning of Science in the Primary classroom including the teaching of Science as part of STEM (Science, Technology, Engineering and Maths).
1. Evaluate appropriate methods to maintain safe and challenging learning environments within Science classrooms.
Assessment details
Within your essay construct a response to the question below:
What role do science teachers have in equipping and preparing students to be scientifically literate?
Throughout your essay you will:
· analyse examples of constructivist teaching strategies for engaging, challenging and safe teaching of science, including the teaching of science as part of STEM
· discuss the role of science teachers in empowering students to engage with science
· support your discussions with relevant readings from the learning materials and your own wider research
· Adhere to APA referencing style, including in-text citations and a reference list (not included in the word count).
· The purpose of this assessment task is to write a 1500 word essay that explores the role of science teachers in preparing students to be scientifically literate.
· As you are about to enter into this professional context, you will need to consider your own beliefs about science learning and the role of the teacher
· The task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
· 2. Analyse pedagogical approaches in teaching and learning of Science in the Primary Classroom including the teaching of Science as part of STEM (Science, Technology, Engineering and Maths).
· 5. Evaluate appropriate methods to maintain safe and challenging learning environments within science classrooms.
Throughout this essay you will:
1. Critically analyse examples of constructivist teaching strategi.
ASSESSMENT BRIEFSubject Code and Title STAT6001 Public Heal.docxgalerussel59292
This assessment brief outlines requirements for Assessment 1 of the STAT6001: Public Health Informatics course. The assessment consists of two parts: 1) a 1,500 word review and critique of three public health-related Twitter accounts over 5 weeks; and 2) a 1,000 word summary of barriers to telemedicine uptake in Australia and recommendations to address the barriers. Students are evaluated on their demonstration of learning outcomes related to public health informatics, application of critical reasoning skills, and use of academic conventions including appropriate referencing. The assessment is worth 40% of the total course marks and is due at the end of Module 3.
Information is used in various ways, including as a tool to gain sup.docxdoylymaura
Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience
In this week’s Journal Assignment, you examine the effectiveness of your Group Project.
To prepare for this Assignment:
Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus
.
Consider “Expression” and “Perspective” as they relate to your Group Project.
Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message.
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
The Assignment:
Writea 2- to 3- paragraph journal entry in which you address the following:
Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce.
Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context.
Think about the ways an ethical publicity approach could influence a broader audience.
.
The different types of research can be classified as Theoretical, .docxtodd241
The different types of research can be classified as Theoretical, Empirical, and Evaluation. Theoretical research is focused on explaining phenomena through the logical analysis and synthesis of theories, principles, and the results of other forms of research such as empirical studies. Empirical research is focused on testing conclusions related to theories. Evaluation research is focused on a particular program, product or method, usually in an applied setting, for the purpose of describing, improving, or estimating its effectiveness and worth.
Research methods are broadly classified as Quantitative and Qualitative.
· Quantitative research includes experimental, quasi-experimental, correlational, and other methods that primarily involve collection of quantitative data and its analysis using inferential statistics such as t-tests, ANOVA, correlation, and regression analysis.
· Qualitative research includes observation, case studies, diaries, interviews, and other methods that primarily involve the collection of qualitative data and its analysis using grounded theory and ethnographic approaches. The Case Study method provides a way of studying human events and actions in their natural surroundings. It captures people and events as they appear in their daily circumstance. It can offer a researcher empirical and theoretical gains in understanding phenomena.
You, as an adult learner, bring a wealth of expertise to your studies. This knowledge and skills should be used to formulate a research paper that raises new questions, new possibilities, and regards existing problems from a new angle. Effective research compares, contrasts, analyzes, evaluates, synthesizes, and integrates information rather than simply reports it. It should contains references to and examples of various theorists, theories, ideas, philosophies, being compared and contrasted as well as synthesized and integrated within your work. The research paper must demonstrate scholarly treatment of the material that the student has selected for further study. It goes without saying that the research paper must be free of spelling and grammatical errors. References must be cited correctly using APA style.
Research studies must include a Breadth and Depth components. In the Breadth component, you should demonstrate familiarity with broad theoretical and conceptual topic area and provide an overview of major theories, theorists, and schools of thought. The Depth section should promote understanding of latest research and build on theory presented in the Breadth section; it should be designed to foster greater depth, development and detail in examination of one or more aspects that has already been introduced.
Checklist
While developing the Research Paper, the following questions should be used as a checklist:
· Does the research deal with significant and meaningful problem that lends itself to a substantial research effort?
· Is there a justification that demonstrates why the prob.
EDU8328 Assignment 1 Unpacked
Stephen Hughes PhD
The task
Part A. Rationale for the adoption of integrated support service delivery models, including consultation approaches, in education contexts.
Length: Approximately 2500 words (+/- 10%)
Due date: 18/12/17
Weighting: 30.00%
Task
Provide a rationale for the adoption of an holistic, integrated service delivery model to address the provision of support services in schools (or another organisational setting as negotiated with the course examiner). An integrated service delivery model would include direct and indirect services. It would also include a framework for determining support needs beyond the individual. For instance, a victim of bullying may require some direct counseling support from a school counselor along with consultative support to the class teacher who can work on cultural / inclusion issues in her class and through the curriculum. A broader issue may be the culture of the school and of the community.
The demands of the task
Research
Define
Analyse
Apply Critical Reasoning
Synthesise
Academic genre
Referencing
Cohesion
Some relevant ideas
Direct SD
“Pull-out service”
Co-teaching
In-class support
Para-professionals
Educational & Psychological-behavioural assessment
Indirect SD
CCC
Collaborative Consultation
Mental Health
Behavioural
Clinical
Process
Systems
Social Justice
Scaffold: Basic StructurePurposeNotesIntroductionContextualise, advance organiser; why is this important?Why schools need support; Service delivery models; change and its driversTopic 1Define, analyse, describe key concepts
Establish thesis
The provision of support services to education is complex: many types of need; many stakeholders, many variables to consider. Models are typically polarised. Establish need for an integrated model.Topic 2Elaboration on thesis
Direct service models: what they provide, how, who, pros & cons
Indirect service models: what they provide, how, who, pros & cons.
Moving beyond direct & indirect to whole of school approach.IntegrationShow how the service delivery models are both needed; give examples of application; limitationsConsultation + Collaboration = CC = potentials for both direct & indirect service deliveryConclusionClose the loop; revisit introduction; in a nutshell statement
Some ideas
Conceptualising /Contextualising: service delivery to schools: internal/external; why is is necessary; changing models of service delivery; drivers of change
Polarised thinking leads to either-or solutions
Ecological-systems thinking leads to holism, integration of polarities: Primary Prevention to Case- managed Interventions
Seek integration – Consultee-centered Consultation is worth exploring as a model of consultation that holds integration potential.
Marking guideCriteriaOutstandingWell DevelopedSatisfactoryUnsatisfactoryMarksRationale for an integrated approach to service provisi.
This document provides feedback on a student's applied biochemistry coursework assignment. The feedback commends the student for their good understanding of the research paper and key experiments. Areas identified for improvement include providing expected outcomes for future experiments and paying closer attention to APA referencing guidelines. A grade of 62% is awarded, falling within the 2.2 classification range.
The student received feedback on their neurobiology submission. The tutor provided positive feedback, noting the student demonstrated good knowledge, logical presentation of figures, and proper formatting of sources. Areas for improvement included making the figures larger with less text and having more confidence. The student received a grade of 72%.
Cambridge International AS Level English General Paper develops skills in comprehension, argument construction, presenting views, and writing coherently. It covers broad topics including economics, history, science, literature and more. Students answer one essay and complete a reading comprehension assessment. The essay evaluates a topic, while comprehension tests understanding of arguments, language use and inference. Both assess skills applicable to further education and employment.
Critiquing research studies and articles is one of the method to improve the quality of research projects and it is also a method to learn research methodology for beginners.
Part III The Research Process (report).pptxRODELAZARES3
This document outlines the research process and format used at Capiz State University (CapSU). It discusses the key components of a research study, including formulating a research problem/title, developing an introduction with background, objectives, hypotheses and frameworks. It also covers the methodology, literature review, data analysis, findings and recommendations sections. The document provides guidance on what to include in each section, such as defining the scope and limitations in the introduction, discussing related literature and studies in the review, and describing the research design and instruments in the methodology. Overall, it serves as a guide for students at CapSU on how to structure and format a research study according to the university's standards.
ARTICLE ANALYSIS 2
Quantitative Article Analysis
Running head: ARTICLE ANALYSIS 1
Quantitative Article Analysis
Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter. Journal of ICSAR, 2(1), 82-87. Comment by Marlo Jackson: fix your formatting here. not in correct APA
Summary Comment by Marlo Jackson: center your headings- subheadings are flushed left
The quantitative article by Yusuf, Choiri, and Gunarhadi (2018) examined the effectiveness of inclusive education training for educators using the main learning material (BPU) of Inclusive Education and The Child Protection as a compulsory course in the Faculty of Teacher Training and Education, Sebelas Maret University. Participants in the study included 25 lecturers from 25 programs at the Faculty of Teacher Training and Education they were both lecturers and candidates of lecturers for inclusive education at the faculty. They had varied educational backgrounds but not from a special education program. The study employed experimental approaches that involved pre and post-test. The collection of data included involved the use of a special instrument that measures the concept of comprehension test and the substance of inclusive education, which included 25 questions. Data analysis was carried out using descriptive statistical analysis technique continued t-test for difference test with a significant level of 0.05. It was predicted that the training would be declared effective when the t-test result was found to be smaller than the probability of 0.05. Comment by Marlo Jackson: run on sentence Comment by Marlo Jackson: in doctoral writing... reviewers frown upon the word "that" try to avoid as much as possible by adding -ing on the verb.
The results showed a difference between the mean score of pretest and posttest (17,32-19,84). The paired sample t-test was used to find out whether there was a statistically significant difference in the distance run between the two trials. It was indicated that the p-value was lower than the alpha value (0,000<0,05). This was used to establish that training teachers using the main learning material (BPU) of Inclusive Education and The Child Protection enhances the comprehension in understanding inclusive education courses as a compulsory course in the faculty.
Analysis
The article provides valuable and valid insights about the critical role played by inclusive education training and child protection in improving the understanding of the concept and substance of study for lecturers in higher education. A significance level of 0.05 shows that there is a 5% risk of concluding the existence of a difference when there is no ...
This document provides information about the MED 5305 Classroom Teacher as Researcher course taught by Dr. Lucy Lambert-Guesnard. The course will be held on Wednesdays from 5-9pm at Frisco High School. It is designed to help classroom teachers become reflective practitioners by learning research methodology and statistical techniques. Students will complete a research proposal on an approved topic. The course will cover various research approaches and designing, conducting, analyzing, and reporting on educational research projects. Assessment will include presentations, a literature review, and a final research proposal.
This document provides an overview of quantitative research. It defines quantitative research as collecting and analyzing numerical data using objective, structured research methods. It describes the key characteristics of quantitative research as using numerical data, large sample sizes, clearly defined research questions, and structured research instruments. It also differentiates between dependent and independent variables, and different types of quantitative research designs including experimental, quasi-experimental, descriptive, correlational, and ex post facto designs. Finally, it discusses the different levels of variables.
1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
This document discusses digital literacies and related topics including growth mindset, digital citizenship, and using Google Cardboard in education. It provides tips for promoting a growth mindset in students, focusing on effort and learning from mistakes rather than innate ability. It discusses the elements of digital literacies like finding, evaluating, sharing and creating online content. It raises questions about whether digital literacy should be taught in schools and how the concept of digital citizenship could be expanded. The document concludes by announcing a session on using Google Cardboard at the Great North Museum the following Tuesday.
In this session, we introduced the concepts of mobile and ubiquitous learning and we had a brief look at some examples of mobile learning apps being used to educate child refugees in Syria. Groups then designed their own mobile learning app and the app must be targeted at children living within a developing context.
In this session, we began to critically examine some of the global trends that are likely to have an impact on the future of learning - both positive and negative.
The document summarizes key points from a lecture on global internet trends:
1) The lecture covered the evolution of the internet from its origins as a military network to today's massive global network, trends in internet usage in the UK, and global trends.
2) Some highlights included that most children use the internet for schoolwork and research, while social media allows some to express support for causes, and informal learning through online communities is growing in importance.
3) However, significant divides still exist worldwide in terms of access and skills, with millions of children who could benefit most still not online, and greater efforts are needed to manage risks as children's internet use increases.
In this session we had a look at two additional theories of learning: constructivism and connectivism, to find out what they say about how we learn now and in the future.
Additional readings include: Child Power: Keys to the New Learning of the Digital Century by Seymor Papert and Connectivism: A Learning Theory for the Digital Age by George Seimens.
Your homework was to blog your answer to the following question: Why do some people not consider Connectivism to be a learning theory?
The document provides an overview of different learning theories, including behaviorism, cognitivism, and constructivism. It discusses key theorists and concepts within each approach. Behaviorism focuses on external environmental factors and observable behaviors, exemplified by theorists like Pavlov, Watson, and Skinner. Cognitivism views learning as information processing and emphasizes internal mental processes, as explored by Piaget and Gardner through concepts like schemas and multiple intelligences. Constructivism posits that learners construct knowledge through social experiences, as discussed by Vygotsky through the influence of culture. The document also compares the strengths and weaknesses of each theoretical perspective.
This module aims to enable students to understand the potential role of technology in teaching and learning. It will survey the main technology formats used to support learning and how schools have adopted them. Students will explore their own technology use for learning and emerging issues. The module will map the history and current use of educational technology, cover key concepts like digital literacy and personalized learning, and assignments will ask students to consider the future impact of technology enhanced learning.
Lecture 12: Silent speaking and the changing role of teachersJames Stanfield
The document discusses alternative views of the future role of teachers in light of technological changes:
1. Teachers will need to modify their role from solely imparting knowledge to organizing learning and encouraging critical thinking. This requires using blended learning, online resources, and developing student networks.
2. One view is that teachers act as "network administrators" who help students construct personal learning networks to place learning at the center.
3. Another view is that teachers take on the role of a "concierge" directing students to resources and opportunities they may not be aware of.
4. Additional roles discussed include teachers as "curators" who create learning resources exposing students to critical ideas in a field, and "
The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
Dr. James Stanfield gave a lecture on the future of learning that covered three main parts. The lecture discussed digital literacies and how they are an essential skill for students, workers, and internet users. Digital literacy is defined as the ability to find, evaluate, utilize, share and create content using technology and the internet. It also involves manipulating and evaluating data to construct one's own meaning. Overall, digital literacy was presented as a crucial skill for job readiness, socialization, independence, and effectively navigating online information.
Lecture 8: Mobile and Ubiquitous Learning Part IIJames Stanfield
The document summarizes key points from a lecture on mobile and ubiquitous learning. It discusses the concepts of ubiquitous learning and digital badges. Ubiquitous learning aims to blur boundaries of education and shift agency to learners. Digital badges represent skills and achievements to motivate learning and signal accomplishments to employers. Case studies show how companies like IBM and Siemens use digital badges. The document raises questions about ensuring the credibility and meaning of open digital badges.
The document discusses mobile and ubiquitous learning. It begins by reviewing the early concepts of mobile learning from the 1970s, including the idea of a portable personal computer. It then provides definitions of mobile learning that emphasize learning across contexts using personal devices. The document also discusses how mobile learning enables situated, authentic, and personalized learning opportunities. It reviews examples of mobile apps being used in developing countries for education. Finally, it defines ubiquitous learning as learning that can happen anywhere and anytime through embedded contextual information, and discusses how it builds on many of the same principles as mobile learning.
This document summarizes key points from a lecture on global trends in education.
It identifies trends found by UK and OECD studies, including that collaborative technology is more effective than individual use, and technology works best as a supplement to teaching rather than replacement. It also notes computers do not necessarily improve student results and widening socioeconomic divides is a risk.
The document also discusses potential impacts of technology on mental and physical health, citing concerns like increased aggression, addiction, and radiation exposure from devices. However, it notes the research is complex and correlation does not equal causation.
Lecture 5 - Growth of the internet, UK & Global trendsJames Stanfield
The document provides an overview of global trends in technology and learning from a lecture given by Dr. James Stanfield. It discusses the evolution of the internet from its origins to today's vast network. It explores how the internet is mapped and visualized. Key trends covered include the growth of social networks, big data and AI, and how technology is altering learning. Both opportunities and risks for children are examined, including concerns about screen time, privacy, and new forms of exploitation. The role of governments and companies in shaping digital access and protecting users is also addressed.
This document summarizes key theories and thinkers in constructivism and connectivism. It discusses Lev Vygotsky and his sociocultural theory of learning through social interaction. It also discusses Jerome Bruner's view of learning as an active process where students construct their own understanding. Seymour Papert is discussed for his work on using computers to empower self-directed learning. The document then summarizes connectivism and its originator George Siemens, emphasizing learning as connecting within networks and the importance of knowing where to find information.
The document discusses different learning theories including behaviorism, cognitivism, and constructivism. Behaviorism, proposed by theorists like Pavlov, Watson, and Skinner, focuses on observable behaviors and environmental influences. Cognitivism, proposed by theorists like Piaget and Gardner, views learning as information processing and emphasizes internal mental processes. Constructivism, proposed by theorists like Vygotsky and Bruner, sees learning as individual construction of knowledge based on personal experiences and interactions. The document also addresses implications of these theories for pedagogy and the future of learning.
Self Organised Learning Environments and the Sacrifice of Education to Qualif...James Stanfield
1) The document discusses Self Organized Learning Environments (SOLEs), which are student-led learning spaces where children can explore topics independently using the internet.
2) It traces the origins and growth of the SOLE concept from Sugata Mitra's initial "Hole in the Wall" experiment in 1999 to a global movement today involving various research projects.
3) Key benefits of SOLEs discussed include developing important skills like problem-solving, engaging disconnected students, and addressing limitations in traditional education systems, especially in developing countries. However, challenges in evaluating complex self-organized learning are also noted.
This document discusses informal learning in developing countries. It highlights John Dewey's view that education requires a balance of informal and formal learning. A 1972 UNESCO report found that in developing nations, informal self-education and apprenticeships were the main forms of learning outside of schools. Informal learning is characterized as less organized and without a curriculum, but learners are highly motivated. It is essential to early childhood development and lifelong adult learning, though difficult to quantify. The document contrasts informal learning beyond schools with formal learning that occurs in institutions.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. The Future of Learning
Dr James Stanfield
Lecture 1: Introduction
Thursday 4th October
2. Plan of Action
Part I: Module overview, assessment
details, blogging, tweeting and privacy
Part II: Identifying and understanding
your own personal learning network
Part III: A visit to the Lit and Phil Society -
Newcastle's original learning network
3. Part I: Module overview, assessment
details, blogging, tweeting and privacy
4.
5. Assessment 2018/19
• 1000 words (25%) - posted on your blog by Mon 29th Oct
• 1000 words (25%) - posted on your blog by Mon 26th Nov
• 2000 words (50%) - submitted via Blackboard with Ass 1 & 2
by Friday 25th Jan.
The three pieces of writing will each address a big question
related to the future of learning and must be handed in
together on Friday 25th January 2019 via the Assessment
Submission tab.
With reference to the first two pieces of writing of 1000 words
each, students will be encouraged to post these on their blogs
and feedback will then be provided identifying areas for
improvement. Improvements can then be made prior to the
final hand in date.
6. Assessment 1 - How do you learn? Please refer
to your own personal learning network and
existing theories of learning to help answer this
question.
Assessment 2 – Identify, explain and discuss
your key concern with reference to the future
of learning? Please refer to data, evidence,
global trends and academic/expert opinion to
help support your argument.
Assessment 3 – A big question
9. Key Aspects of the Assessment Process
Grade
Quality of discussion and criticality based on the SOLO taxonomy
NB. Consideration must be given to the credit value when making judgements
against these descriptors, recognising the greater depth and breadth that is
possible in modules > 20 credits.
Enquiry process and ethics
NB. It is critical to bear in mind the nature of the assignment as indicated in
the assignment brief and credit rating when grading this aspect. Different
forms of enquiry will be judged appropriately (e.g. enquiry through reflective
practice, action research, case study, narrative enquiry). This criterion should
be applied in a way that is relevant to the nature of the research undertaken.
Presentation and communication skills
NB. The quality of communication and presentation is
described at all levels. In order to gain an overall Merit or
Distinction this element should be achieved at Merit level or
above.
UpperDistinction
80-100%
Extended abstract response (higher)
The student achieves the extended abstract response, but
at a more sophisticated level. The student demonstrates the
application of conceptual knowledge and engagement with
theory, resulting from the process of enquiry. This may, for
example, be achieved through the demonstration of the
generalizability or transferability of the study to other
contexts. There is a high level of critical engagement with a
range of sources including peer-reviewed literature, and
this is also reflected in the sustained coherence and quality
of the discussion. At this higher level there will be a strong
metacognitive and/or dialogic dimension; with the student
providing critical insight into how their professional or
academic thinking has been influenced through the study,
for example demonstrating a critical appreciation of
alternative viewpoints. The study shows evidence of
robust, sustained and critical engagement with theory.
Where appropriate the student demonstrates the impact of
theorised practice leading to phronesis (practical wisdom).
The nature of the enquiry underpinning the study is fully articulated, with a
strong rationale provided through critical engagement with research
methods literature (including the ethical dimension). The chosen
methodology is valid, and appropriate methods for data collection and
analysis are robustly applied and sensitive to the context and role of the
researcher within it. Alternative research approaches are discussed. The
student problematises research ethics; for example in recognising the
complexities in the relationships that exist in educational research, the
sensitivities of the themes, or the way that different methodologies position
the researcher and their subjects. Alternative ethical perspectives are
offered. Confidentiality is maintained throughout, unless an ethical argument
is articulated for disclosure. In dissertations the processes of gaining consent
are fully explained and demonstrated.
The assignment is written at a standard which could be
considered publishable. Effective communication is enabled
through excellent standards of written English, with figures
(where appropriate) which provide an additional vehicle for
disseminating processes, data or concepts. Citations within the
text consistently follows the expected format and the reference
list is complete and accurate. Appendices are selected
appropriately and purposefully cross-referenced.
Distinction
70-79%
Extended abstract response
The student demonstrates the application of conceptual knowledge and critical
engagement with theory, resulting from the process of enquiry. This may, for
example, be achieved through the demonstration of the generalizability or
transferability of the study to other contexts. There is a high level of critical
engagement with a range of sources including peer-reviewed literature, and
this is also reflected in the sustained coherence and quality of the discussion.
The nature of the enquiry underpinning the study is well explained, with a
rationale provided through critical engagement with research methods
literature. The chosen methodology is valid, and appropriate methods for
data collection and analysis are applied and sensitive to the context and role
of the researcher within it. Alternative research approaches are suggested.
The student demonstrates critical engagement with research ethics so that
the ethical implications are well understood, and the extent to which these
have influenced the enquiry process is discussed. Confidentiality is
maintained throughout, unless an ethical argument is articulated for
disclosure. In dissertations the processes of gaining consent are explained
and demonstrated.
The assignment is fluent with complex ideas appropriately
articulated. Grammar, punctuation and spelling are of a
standard which supports highly effective communication. There
are very few typographic errors. Effective use may be made of
figures to support explanation. Citations within the text
consistently follows the expected format and the reference list
is complete and accurate. Appendices are used appropriately.
10. Quality of discussion and criticality based on the SOLO taxonomy Enquiry process and ethics Presentation and communication skills
Merit
60-69%
Relational response
The student demonstrates an understanding of how the relevant
dimensions in the study (such as policy, practice evidence, research
evidence and theory) relate to each other. The processes of enquiry
are supported through critical engagement with thematic and/or
research methods literature, including peer-reviewed literature, and
thus draw on a range of perspectives. A robust and justifiable enquiry
process leads to sound appraisal of evidence and well-argued
conclusions. The assignment is coherent and demonstrates insight.
The study is based on a clear process of enquiry, which is indicated
through the selection of a methodological approach relevant to the
theme and context. Methods of data collection and analysis are
appropriate, although there may be some gaps in their application
or justification. Some thought is given to alternative approaches but
these may not be fully explored. The student ensures that they do
not conduct research which is ethically unsound, and maintains
confidentiality throughout the study. In dissertations there is valid
explanation of the ethical decisions taken.
The student communicates effectively ensuring clarity
of meaning is expressed. Grammar, punctuation and
spelling are of a standard which supports effective
communication. There are few typographic errors.
Citations within the text and the reference list are
largely accurate, and consistent, with any errors being
occasional rather than indicative of misinterpretation of
the requirements. Appendices and figures may be used
to aid communication and are appropriately referenced
in the text.
Pass
50-59%
Multi-structural response
The student has articulated the relevance of more than one
dimension in the study (such as policy, practice evidence, research
evidence, theory) and demonstrated some understanding of the
relationships between them. Although the processes of enquiry draw
on a range of perspectives offered from literature (including peer-
reviewed) the conclusions may be inconsistent with some of the
evidence cited, or not well-substantiated. There is evidence of critical
reflection which goes beyond the anecdotal level.
The student demonstrates the means by which they have
undertaken their enquiry. They justify their choices in terms of data
collection and analysis, although there may be some weaknesses in
the procedures followed or the justification of these. Where
alternative approaches are suggested some indication is offered of
their potential, but this is limited in scope. The student ensures that
they do not conduct research which is ethically unsound, although
they may not fully explain their understanding of this. In
dissertations confidentiality is maintained throughout the study. In
other assignments if confidentiality lapses sensitive information is
not disclosed in a way which would be considered unprofessional.
Clear feedback is given to the student regarding confidentiality for
future assignments.
The student demonstrates their understanding through
clarity of explanation. Grammar, punctuation and
spelling are of a standard which supports effective
communication. There are few typographic errors.
Citations within the text and the reference list are
largely accurate, complete and consistent, enabling the
reader to source the references. Appendices and
figures may be used to aid communication, but may be
under-developed or not always used as selectively as
they might be.
Notes on Failed Assignments at M.level
The bullet points below are all limiting factors, i.e. they mean that the student has FAILED to meet M.level criteria, and the work as a whole will be graded as FAIL.
Relevant bullet points are highlighted as feedback. These will be critical areas to address in resubmission.
Fail/resubmit
<49% Uni-structural response
The student reports on how isolated aspects or single
factors are relevant to the study, but attempts to integrate
them to develop a coherent argument are unsuccessful.
The discussion is largely anecdotal and the process of
enquiry (whether into practice or secondary sources) is
poorly explained or fundamentally flawed.
Pre-structural response
The student has failed to answer the question set in the
assignment brief or has not identified or followed a relevant
enquiry theme in their dissertation.
The student shows limited understanding of a relevant
enquiry process, and the study appears ad hoc and poorly
planned.
The student makes poor choices regarding data collection,
analysis is limited or inaccurate and no significant
consideration of alternative approaches or limitations is
offered.
The means chosen for data collection show no evidence of
appropriate ethical decision making.
Inappropriate information may be disclosed, or
confidentiality seriously breached. This demonstrates an
unprofessional approach to sharing information or making
judgements.
The student fails to communicate their ideas
appropriately. This may be due to significant
errors in grammar, punctuation and spelling
or obvious typographical errors that could
have been avoided through good proof
reading.
There are serious omissions or inaccuracies in
either or both the citations within the text or
reference list, preventing the reader from
sourcing a number of references.
There is evidence of assessment irregularities
or plagiarism (please note that this will be
dealt with through university procedures).
11. Quality of discussion and
criticality based on the
SOLO taxonomy
Enquiry process and
ethics
Presentation and
communication skills
Overall grade
NB. This can never be higher
than the grade for Quality of
discussion and criticality based
UD UD / D / M UD / D / M UD
D D / M D / M D
D M P (this is the limiting
grade)
M
M D M M (higher %)
M P P M (lower %)
P P M P
P P F F
P F P F
Talk to the person next to you:
Do you agree or disagree?
What year was it said?
Talk to the person next to you:
Do you agree or disagree?
What year was it said?
We are already trying to cope with the residue of the industrial approach to schooling (teaching for the test and fact recall). Now that industry has changed, in order for schools to fulfil one aspect of their social duty, they must start to create more metacognitvely aware students. Students that are adaptable, aware of their own thought processes, and able to teach themselves anything, at any time.
Teachers roles will have to change in order to support this change – but to what? The SOLE research is one example of how teacher can change their roles in order to mediate the use of technology in learning.
The curriculum will have to change.
Education policy will need to change.