This document outlines a training module on communication for cooperation that lasts 8-16 hours. It includes the following:
- Analyzing needs, presenting existing tools, and using tools on real case studies. Basic concepts of perception, communication, learning, competence and communities of practice will also be discussed.
- Defining tasks and competence needs, and organizing critical task implementation. Process definition techniques like flow charts, Gantt charts, and PERTs will also be covered.
- Participants will reflect on personal areas for improvement and make commitments to address them. They will also present projects from their organizations to apply skills from the training.
- A reflection on the learning process and self-evaluation of the training
A design document is like a training plan contract. A design document should be used as a tool to capture and refine your initial thoughts, align them with stakeholders and to get sign off on the plan in order to avoid unnecessary re-work. Use this template, customize it to your needs and good luck with your training initiative!
This template is beneficial for especially for trainers, instructional designers and anyone who needs to align a training plan with stakeholders.
A design document is like a training plan contract. A design document should be used as a tool to capture and refine your initial thoughts, align them with stakeholders and to get sign off on the plan in order to avoid unnecessary re-work. Use this template, customize it to your needs and good luck with your training initiative!
This template is beneficial for especially for trainers, instructional designers and anyone who needs to align a training plan with stakeholders.
With the Stimmt Workshop Toolkit you receive knowledge for excellent Workshops, inspired from 1500 given workshops and 15 years consultancy experience. Improve you technics, methods and time management.
Problem: They asked for a proposal from us on motivating faculty and staff to invest in learning design thinking to prepare them with some specific learning and preparing a meeting design and agenda for meeting.
Solution: A solid instructional design for the four hours of faculty development accompanied by a description of the change management actions you would take.
With the Stimmt Workshop Toolkit you receive knowledge for excellent Workshops, inspired from 1500 given workshops and 15 years consultancy experience. Improve you technics, methods and time management.
Problem: They asked for a proposal from us on motivating faculty and staff to invest in learning design thinking to prepare them with some specific learning and preparing a meeting design and agenda for meeting.
Solution: A solid instructional design for the four hours of faculty development accompanied by a description of the change management actions you would take.
Profiles of the learners and of their organisationsTELECENTRE EUROPE
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. SME network facilitator
Module 2: Communication for co-operation
Time What for
(Learning aims)
What
(Learning content)
How
(Methods)
How
(Instruments, mate-
rials)
Who
(Actors,
partners)
Date to be specified Duration at least 8 hours better:
14 to 16 hour
120 -180
min
depending on
number of par-
ticipants,
learning
methods and
arrangement s
chosen as well
as on number
of trainers
available
How to define goals
and implement goal
attainment
Facilitators are responsible of
successful communication and
action.
Training will include strategic
context analysis and planning,
stakeholder and customer needs
analysis.
Along with technical training,
basic concepts of perception
and communication will be dis-
cussed and trained.
Depending on the number of partici-
pants and the duration of the module:
Plenary session
or
plenary session and work in groups.
For work in groups, sufficient time for
presenting and discussing results is
absolutely necessary.
1st
step: Analysis of needs (brain-
storming leading to simple tool struc-
tures)
2nd
step: presentation of existing tools
3rd
step: using the tools on real cases,
if possible suggested by the partici-
pants. (Trainer/s must be able to sug-
gest model cases.)
All tools must be fit for quick learning
and for use under real working condi-
tions, they must be simple and appli-
cable under all context conditions (e.g.
not depend on PC or laptop).
Moderation material
and flip charts
If work in groups,
necessary space or
number of rooms
must be available.
If laptop-based,
MindManager and
projector should be
available
Message 8:
Basic concepts of per-
ception and commu-
nication
Tool 3:
To-do form
Tool 4:
The five satisfactions
(stakeholder analysis)
Tool 5:
Customer and supplier
needs analysis and
planning
Tool 6:
Trainer/s
all partici-
pants
Groups of
participants,
each with partici-
pants as modera-
tor, time control-
ler and reporter/
presenter
2. SME network facilitator
Module 2: Communication for co-operation
Time What for
(Learning aims)
What
(Learning content)
How
(Methods)
How
(Instruments, mate-
rials)
Who
(Actors,
partners)
Case studies
15 min Break
120-180
min
depending on
number of par-
ticipants,
learning
methods and
arrangement s
chosen as well
as on number
of trainers
available
How to define tasks
and competence
needs and how to or-
ganise critical task
implementation
Training will cover task-specific
context analysis and planning,
task analysis and planning,
competence analysis and plan-
ning.
Along with technical training,
basic concepts of competence
and learning will be discussed
and trained.
See above Moderation material
and flip charts
If work in groups,
necessary space or
number of rooms
must be available.
If laptop-based,
MindManager and
projector should be
available
Message 9:
Basic concepts of
learning and compe-
tence
Tool 5:
Customer and supplier
needs analysis and
planning
Tool 7:
Customer and supplier
process analysis and
planning
Tool 8:
Spatial throughput or
process analysis and
Trainer/s
all partici-
pants
Groups of
participants,
each with partici-
pants as modera-
tor, time control-
ler and reporter/
presenter
3. SME network facilitator
Module 2: Communication for co-operation
Time What for
(Learning aims)
What
(Learning content)
How
(Methods)
How
(Instruments, mate-
rials)
Who
(Actors,
partners)
planning
Tool 9:
Training needs analy-
sis and planning
30-120
min
Large break
(if during the day)
(90-120 min if meal included)
120-180
min
depending on
number of par-
ticipants,
learning
methods and
arrangement s
chosen as well
as on number
of trainers
available
How to define and
plan processes
Training will cover process defi-
nition and planning including
basic techniques like drawing up
flow charts, GANNTs and PERTs
Along with technical training,
basic concepts of communities
of practice and self-organisation
will be discussed.
See above Moderation material
and flip charts
If work in groups,
necessary space or
number of rooms
must be available.
If laptop-based,
MindManager and
projector should be
available
Message 10:
Communities of prac-
tice and self-
organisation
Tool 10:
Drawing up flow
charts, GANNTs and
PERTs
Trainer/s
all partici-
pants
Groups of
participants,
each with partici-
pants as modera-
tor, time control-
ler and reporter/
presenter
15 min Break
4. SME network facilitator
Module 2: Communication for co-operation
Time What for
(Learning aims)
What
(Learning content)
How
(Methods)
How
(Instruments, mate-
rials)
Who
(Actors,
partners)
30-45 min Learning about per-
sonal shortcomings or
practice which need
change or improve-
ment
(own judgement)
During the common learning
process, participants take note
of perceived personal improve-
ment possibilities and decide on
which to tackle first.
In this session, they also briefly
present first experiences made
with different ways of tackling
problems or situations.
Plenary session
Contract with myself Tool 2:
Form “Contract with
myself”
All partici-
pants
60-120
min
depending on
number of
participants
Learning from own
projects which allow
to practice things
learned in the SME
ACTor training
Participants present and discuss
progress reports on own pro-
jects in their organisations of
origin (running or to be initial-
ised) which can constitute a
meaningful and useful context
for applying things learned.
Plenary session or first small groups
and then plenary session
Participants present projects (one per
participant) that are noted in a poster
(matrix) which stays on a wall of the
plenary room for the time of the train-
ing.
Presentations are discussed in terms
of content and modes of presentation.
PowerPoint presenta-
tions
Moderation tools and
flip charts
Tool3:
To-do form
Participants
Trainer
30 min How to reflect on
successful learning
Analysing and learning how to
analyse learning processes
Plenary session
Satisfaction analysis using a scale of
smileys
Critical analysis (and self-evaluation)
of all structural aspects of the learn-
ing arrangement (context conditions,
aims, contents, methods, instruments,
materials, roles) and its implementa-
tion
Moderation material,
flip charts
Trainer/s