Work-based learning (WBL) has several key characteristics: 1) Learners are employees of a company; 2) Learning projects are based on workplace needs and learner interests; 3) Learning builds on existing skills and identifies new goals. WBL allows learners to gain skills for their current job, new knowledge beyond job requirements, and ability to handle unfamiliar situations. When involved in WBL, learners develop in a knowledge-based work environment where learning and work overlap but are not the same. WBL is important because workplaces are increasingly sites for applying academic knowledge to professional practice.
Introduction to Employee Learning & Development Organization AjitaBansal1
1) Learning - the forces influencing working & Learning
2) Classification Of learned Capabilities 3) Learning Theories
4) The basic Principle of learning 5) The learning process 6) mental & physical process 7) the learning cycle 8) age influence on learning.
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Introduction to Employee Learning & Development Organization AjitaBansal1
1) Learning - the forces influencing working & Learning
2) Classification Of learned Capabilities 3) Learning Theories
4) The basic Principle of learning 5) The learning process 6) mental & physical process 7) the learning cycle 8) age influence on learning.
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
Exlporing the Significance of Professional Noticing in Work-Based LearningIsabell Grundschober
The concept of "professional noticing" has gained attention in various fields, including
education and healthcare. Professional noticing refers to the ability to observe and interpret
relevant information in a given professional context, leading to informed decision-making
and learning. This conference presentation pro-vides a synthesis of research articles that
explore professional noticing in different domains. Drawing upon these research findings
the presentation will analyse practical examples in the field of entrepreneurship. We will
explore how entrepreneurs-in-training as well as experienced entrepreneurs in continuing
education can cultivate and harness their noticing abilities within diverse WBL settings in
higher education and vocational education. Furthermore, we'll identify transversal elements
of professional noticing that can guide the design of effective work-based learning
experiences in various fields.
These slides were used in my presentation at JALTCALL 2014 on June 7, 2014 in Nagoya, Japan. I start by asking participants to question their own assumptions about learning (i.e. their ontological and epistemological beliefs), go on to present four frameworks for thinking about curriculum/course design, and then proceed to some examples. The presentation highlights the work of L. Dee Fink (2002) on Significant Learning Experiences.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
A definition for student collaboration in EAP: Implications for practicePeter Levrai
Student collaborative assignments are becoming more common across Higher Education and also feature in a large number of EAP programmes. However, there is a significant gap between researcher and practitioner conceptions of the term (Bolster & Levrai, in press). At the BALEAP 2019 conference in Leeds, we attempted to close the gap and proposed a definition for a collaborative assignment in EAP, drawing on both research and practitioner perspectives; “A collaborative assignment is one where learners work together and make equitable contributions to develop an indivisible artefact for which they share responsibility and ownership. During the development of the artefact, learners may work synchronously or asynchronously, face-to-face or online, but there is interdependence between group members, drawing on all their strengths.” (Bolster & Levrai, 2019).
Having a clear definition of a term allows investigation into best practice and this talk goes on to discuss the implications for practice in terms of assignment design, delivery, and assessment. We will discuss the practicalities of designing and implementing a collaborative assignment. We will also look at how a practitioner can navigate what can be a problematic process and move from being a "guide on the side" (Rummel and Deiglmayr, 2018) to make the most of an innovative approach.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
Balancing Language and Content in CLIL Contexts (Handout)Brent Jones
As discussed in previous THT talks, content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. At the same time, we hear of the struggles that teachers have with implementation. In this workshop-style presentation, the presenter shares some
of the challenges he has faced with balancing the content and language sides of CLIL, as well as some of the strategies he and his colleagues have developed to deal with these challenges.
Participants will be asked to share their stories and concerns regarding content-focused language instruction.
The Future of Teaching: Professionalism, Partnerships and Privatisationhowardstevenson
There are a significant number of embedded hyperlinks - it is necessary to download the file to access these. Click on the file title just above this text - the download option appears from there. I have also added some notes to each slide if you are reading this without hearing the accompanying lecture.
Presentation at the HEA-funded workshop 'Employability and the sociological imagination'
The workshop examined the potential of using the ‘sociological imagination’ to raise awareness of employability by engaging students in a reflective sociological critique of the concept. It considered how a pedagogic approach can be used to support personal development and career planning in a less-obviously vocational discipline.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1impOjY
For further details of the HEA's work on employability and global citizenship in the Social Sciences, please see: http://bit.ly/17n8Knj
Open learning based on social networks: Facebook integration in an OCW course.network_trainers
Authors: Daniel Domínguez Figaredo, UNED; Paz Trillo Miravalles, UNED.
Abstract: This paper presents the experience of the integration of a social network and an open course that belongs to the OpenCourseWare of the National University of Distance Education (UNED, Spain). This experience is framed in the trend toward the improvement of the educational components in open courses design, specially monitoring and educational support. From the student's needs (in orientation and support) that were identified in an open course on "Traffic Education", a structural change was carried out in order to incorporate the Facebook’s communication applications. These tools allow one to carry out educational support to the participants.
The paper shows the project's point of view, the changes and adjustments carried out on the course as well as the main results. In this paper, the drivers and the barriers found in the process are also analyzed. Moreover, it will be discussed the potential of this type of integration in open applications uses.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
Exlporing the Significance of Professional Noticing in Work-Based LearningIsabell Grundschober
The concept of "professional noticing" has gained attention in various fields, including
education and healthcare. Professional noticing refers to the ability to observe and interpret
relevant information in a given professional context, leading to informed decision-making
and learning. This conference presentation pro-vides a synthesis of research articles that
explore professional noticing in different domains. Drawing upon these research findings
the presentation will analyse practical examples in the field of entrepreneurship. We will
explore how entrepreneurs-in-training as well as experienced entrepreneurs in continuing
education can cultivate and harness their noticing abilities within diverse WBL settings in
higher education and vocational education. Furthermore, we'll identify transversal elements
of professional noticing that can guide the design of effective work-based learning
experiences in various fields.
These slides were used in my presentation at JALTCALL 2014 on June 7, 2014 in Nagoya, Japan. I start by asking participants to question their own assumptions about learning (i.e. their ontological and epistemological beliefs), go on to present four frameworks for thinking about curriculum/course design, and then proceed to some examples. The presentation highlights the work of L. Dee Fink (2002) on Significant Learning Experiences.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
A definition for student collaboration in EAP: Implications for practicePeter Levrai
Student collaborative assignments are becoming more common across Higher Education and also feature in a large number of EAP programmes. However, there is a significant gap between researcher and practitioner conceptions of the term (Bolster & Levrai, in press). At the BALEAP 2019 conference in Leeds, we attempted to close the gap and proposed a definition for a collaborative assignment in EAP, drawing on both research and practitioner perspectives; “A collaborative assignment is one where learners work together and make equitable contributions to develop an indivisible artefact for which they share responsibility and ownership. During the development of the artefact, learners may work synchronously or asynchronously, face-to-face or online, but there is interdependence between group members, drawing on all their strengths.” (Bolster & Levrai, 2019).
Having a clear definition of a term allows investigation into best practice and this talk goes on to discuss the implications for practice in terms of assignment design, delivery, and assessment. We will discuss the practicalities of designing and implementing a collaborative assignment. We will also look at how a practitioner can navigate what can be a problematic process and move from being a "guide on the side" (Rummel and Deiglmayr, 2018) to make the most of an innovative approach.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
Balancing Language and Content in CLIL Contexts (Handout)Brent Jones
As discussed in previous THT talks, content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. At the same time, we hear of the struggles that teachers have with implementation. In this workshop-style presentation, the presenter shares some
of the challenges he has faced with balancing the content and language sides of CLIL, as well as some of the strategies he and his colleagues have developed to deal with these challenges.
Participants will be asked to share their stories and concerns regarding content-focused language instruction.
The Future of Teaching: Professionalism, Partnerships and Privatisationhowardstevenson
There are a significant number of embedded hyperlinks - it is necessary to download the file to access these. Click on the file title just above this text - the download option appears from there. I have also added some notes to each slide if you are reading this without hearing the accompanying lecture.
Presentation at the HEA-funded workshop 'Employability and the sociological imagination'
The workshop examined the potential of using the ‘sociological imagination’ to raise awareness of employability by engaging students in a reflective sociological critique of the concept. It considered how a pedagogic approach can be used to support personal development and career planning in a less-obviously vocational discipline.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1impOjY
For further details of the HEA's work on employability and global citizenship in the Social Sciences, please see: http://bit.ly/17n8Knj
Open learning based on social networks: Facebook integration in an OCW course.network_trainers
Authors: Daniel Domínguez Figaredo, UNED; Paz Trillo Miravalles, UNED.
Abstract: This paper presents the experience of the integration of a social network and an open course that belongs to the OpenCourseWare of the National University of Distance Education (UNED, Spain). This experience is framed in the trend toward the improvement of the educational components in open courses design, specially monitoring and educational support. From the student's needs (in orientation and support) that were identified in an open course on "Traffic Education", a structural change was carried out in order to incorporate the Facebook’s communication applications. These tools allow one to carry out educational support to the participants.
The paper shows the project's point of view, the changes and adjustments carried out on the course as well as the main results. In this paper, the drivers and the barriers found in the process are also analyzed. Moreover, it will be discussed the potential of this type of integration in open applications uses.
EL FORMADOR EN EL MUNDO DE LA EMPRESA. ALGUNAS CONSIDERACIONES PARA SU DESARR...network_trainers
by
Antonio Navío Gámez
Grupo CIFO
Departamento de Pedagogía Aplicada
Edificio G6. Facultad de Ciencias de la Educación
Universitat Autònoma de Barcelona
Interview with: Carlos Gómez Plaza Director Tripartite Foundation for Trai...network_trainers
Second International On-line Conference “Innovation in Training Practice” Interview with: Carlos Gómez Plaza Director Tripartite Foundation for Training in Employment (10th November 2009)
PSICO.COM: UN PROYECTO EUROPEO SOBRE LA GESTIÓN DE LAS COMPETENCIAS PSICOPEDA...network_trainers
PSICO.COM: UN PROYECTO EUROPEO SOBRE LA GESTIÓN DE LAS COMPETENCIAS PSICOPEDAGÓGICAS DE LOS FORMADORES DE LA CONSTRUCCIÓN)
Javier González López
Fundación Laboral de la Construcción
jgonzalez@fundacionlaboral.org
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
