Team-based learning is a student-centered pedagogical approach that involves assigning students to permanent teams to work on applied problems. It consists of three phases: preparation before class, a readiness assurance process in class, and application exercises. The readiness assurance process involves short individual and team tests to ensure students are prepared. Application exercises are complex problems for teams to work through together. Research shows team-based learning improves student engagement, develops skills like collaboration, and has been effectively used in medical, nursing, and other professional programs. While it requires an initial faculty time investment, team-based learning has benefits for both students and faculty.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
Teaching learning based optimization techniqueSmriti Mehta
Kind Attn. Engg. students, don't turn a blind eye to this one, it may do wonders to you.It is a unique NATURE INSPIRED technique free from Algo Specific Parameters, unlike others , gives accurate results and is the easiest method of optimisation known to me so far.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Preparing to Teach... a Model for Training FacultyJLewisGeology
This session presents five of the underlying principles guiding the approach used in the Preparing To Teach Online and Hybrid courses at Madison College. This presentation was presented at the Madison College Flexible Learning Conference on October, 18, 2013.
CCCOER OTC Faculty Panel: The Benefits and Challenges of Adopting Open Educat...Una Daly
CCCOER Faculty Panel: The Benefits and Challenges of Adopting Open Educational Resources (OER)
Hear from faculty who have developed and adopted open textbooks, open courseware, and open resources to lower costs and improve teaching and learning. Topics include adopting and customizing a psychology open textbook, developing an open online course for administration of justice remediation, and collaborative development of a “how-to-learn-online” course utilizing only existing OER. Attendees will also find out how their college can become involved in the open education movement and participate in the Community College Consortium (CCCOER) at the OpenCourseWare Consortium to share lesson learned and find partners for collaboration.
Cynthia Alexander, Educational Technology Professor, Cerritos College
Michelle Pilati, Psychology Professor, Rio Hondo College
Lisa Storm, Administration of Justice Professor, Hartnell College
Una Daly, Community College Outreach Director, OpenCourseWare Consortium
OER Vetting: Cultural Relevance, Accessibiilty, & LicensingUna Daly
Finding and selecting OER to adopt at your college can raise questions about both the quality and accessibility of the content for your students. Join us for this webinar to hear about best practices and rubrics developed to ensure that OER content meets instructional material standards, accessibility guidelines, and open licensing policies established at your institution. These rubrics assist faculty, librarians, instructional designers and other staff to select and adapt open educational resources that meet student needs regardless of disability but are also culturally relevant and engaging for students at your institution and can be freely re-used, re-mixed, and re-distributed.
When: Wed, May 10, at 10am PT/ 1pm ET
Featured Speakers:
Lori Catallozzi, Dean of Humanities and Learning Communities, Bunker Hill Community College, MA will share promising practices for designing digital open educational resources that are culturally relevant and engaging for students.
Paula Michniewicz, Instructional Designer, Salt Lake Community College, UT will share best practices for evaluating digital open educational resources for meeting Section 508/ADA standards and guidelines for Universal Design for Learning (UDL).
Quill West, OER Project Manager, Pierce College District, WA will share best practices for ensuring the proper vetting and attribution of open educational resources.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Funding was Provided by:
• The U. S. Department of Education's Title III,
Part A, Strengthening Institutions Program
– awarded to LSSU in 2013 to enhance faculty
teaching and strengthen student advising.
– Thank you to the following people:
• The Title III Project Coordinator, Carolyn Rajewski, the
Oversight Committee, the workgroup, and Krystle
Gertecich
3. Building the Bridge as You Walk on It
Robert .E. Quinn (2004).Building the Bridge As You Walk On It: A Guide for Leading Change. Wiley &
Sons.
5. Will TeamBased Learning Fit Your
Class?
EBP Listed on TBL Website
• Medical School
• Nursing
• Law School
• Pharmacy
• Engineering, civil, mechanical
• Anatomy & Physiology
• Psychology
• Microbial physiology
• Ethics
6.
7. Overview of Team Based Learning
http://www.teambasedlearning.org/
8. Sequence of Team-Based Learning
• Cycle is repeated for every unit of instruction, and
usually consists of 6-10 hours of class time (Michaelsen & Sweet,
2008).
Phase I: Preparation
(pre-class)
Phase II: Readiness assurance
45-75 minutes of class time
Individual test (I-RAP)
Team test (G-RAP)
Phase III: Application of course concepts
1-4 hours of class time
Application oriented activities
TBL instructional activity sequence
(repeated for each major unit = 5-7 per course).
9. Phase III: Application Exercises
• Significant/Complex problems with
incomplete or contradictory
information where a diversity of
perspectives is an asset and critical
thinking is essential.
– Faculty walks around to show interest,
and correct misconceptions by
intervening at team level or whole
class.
http://cis.apsc.ubc.ca/services/team-based-learning/
10. Grading of TBL Courses
• The TBL grade component in a prototypical TBL
course
– ungraded application activities
– only iRAT and tRAT are grade
• can be as low as 25%.
• the other 75% of grades might come from traditional
components like individual essays, individual reports,
midterms, and finals.
• In some courses, the grades are 100% based on
TBL
– these courses most often have graded Application
Activities.
11. Faculty Commitment
• Initially, faculty must invest time to implement
team-based learning
– Faculty members are expected to be content experts
and provide clarification of material as necessary
• May be difficult when teaching a new class for the first
time
• Can be slowly implemented gradually by
converting a module each semester
12. Student Perspective
• See faculty as collegial and part of the team
• Opportunity to develop:
– interpersonal and teamwork skills
– professionalism
– communication skills
– collaboration skills
13. Limitations and Recommendations
• Initial time commitment from faculty members
• Must be willing and interested to try a new
teaching method (and tobe BRAVE)
• Some course content may not be appropriate
14. Web Sites
University of British Columbia
http://cis.apsc.ubc.ca/services/team-based-
learning/what-is-tbl/
• TBL Nurse Educators Interest Group web site
https://sites.google.com/site/tblfornurseeduc
ators/
– Use of Google + technology for online teaching
using TBL
15. References
• Britta M Thompson,Virginia F Schneider,Paul Haidet,Ruth E Levine,Kathryn K
McMahon,Linda C Perkowski,Boyd F Richards. Team-based learning at ten medical
schools: two years later Medical Education Volume 41, Issue 3, pages 250–257,
March 2007.
• Dinan, F.J. (2006) “Opening Day: Getting Started in the Cooperative Classroom’
Journal of College Science Teaching, v35 n4 p12-14
• Heidi A. Mennenga, Tish Smyer : A Model for Easily Incorporating Team-Based
Learning into Nursing Education. International Journal of Nursing Education
Scholarship Volume 7, Issue 1 2010 Article 4
• Harvard, Survival Team Exercise, pdf
• University of British Columbia (2014). Faculty of Applied Science. Center for
Instructional Support http://cis.apsc.ubc.ca/services/team-based-learning/
• Larry K. Michaelsena, Warren E. Watsonb, Albert Schwartzkopfa and Robert H.
Blackc Group Decision Making: How You Frame the Question Determines What You
Find Journal of Applied Psychology Volume 77, Issue 1, February 1992, Pages 106-
108
