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This document provides templates for assessing a public awareness campaign on corporate social responsibility. It includes: 1. A rubric for a teacher's assessment with categories for brainstorming problems and solutions, research/data, the campaign/product, source quality and citations. 2. An assessment contract for peer evaluation with space for names, points and signatures. 3. A self-assessment target with a scale of 1-4 for students to rate their work on analyzing problems, finding solutions, research, the campaign/product, and use of sources.
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This rubric assesses students on creating a public awareness campaign about the importance of corporate social responsibility for companies. It evaluates students on brainstorming problems and solutions, including supporting research/data, creating an original campaign product, and properly citing high-quality sources. The rubric contains categories for each area with descriptors to assess performance from excellent to poor.
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The document discusses human resource development at Marks and Spencer. It begins with an executive summary that outlines how learning theories, styles, and government initiatives inform Marks & Spencer's training programs. It then covers several learning objectives: understanding learning theories and styles and their role in planning training; explaining the learning curve and knowledge transfer; evaluating a training event; and understanding government skills initiatives. For each objective, it provides details on Marks & Spencer's current training methods, how they assess needs at different levels, and how learning theory is applied. It concludes by emphasizing the importance of systematically planning, documenting, and analyzing training to effectively meet organizational goals.
A methodology to design customized learning networks
This document describes the methodology used to design a customized learning network called the European Handover Learning Network. The methodology involved 4 phases:
1) Analyzing problems with clinical handovers through interviews and literature reviews to identify solutions.
2) Assessing training needs through questionnaires and interviews to determine appropriate content and design.
3) Creating a toolbox (later termed a learning network) using personas and requirements analysis to allow customization.
4) Evaluating the learning network using a Plus/Minus/Interesting rating from medical experts. The learning network is presented and its features are discussed.
Formulation of Research problem.pptx
Formulation of Research problem
What is research problem?
A research problem is a specific issue, difficulty, contradiction, or gap in knowledge that we will aim to address in our research.
In other words, A research problem can be any question that we want to answer and any assumption or assertion that we want to challenge or investigate.
The formulation of a research problem is the most crucial part of the research journey as the quality and relevance of a research project entirely depends upon it.
The process of formulating a research problem consists of a number of steps. These are:
Step 1: Identify a broad field or subject area of interest.
Step 2: Dissect the broad areas into subareas
Step 3: Select what is of most interest to us.
Step 4: Raise research questions
Step 5: Formulate objectives
Step 6: Assess our objectives
Step 7: Double-check
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Innovations in Social Education-2014
This document outlines innovations in social education. It discusses the need for social innovation to be more innovative and use asynchronous learning formats like MOOCs. It also addresses creating open frameworks to recognize pre-existing and developed capabilities in students. The document then provides context on designations like AshokaU Changemaker and the desire to give all students access to social innovation expertise. It examines capabilities and learning outcomes at different levels. It also reviews skills frameworks and rubrics for assessing skills like creativity, problem solving, and utilizing social networks. Assessment criteria are proposed for capabilities involved in social ventures.
Ma Ed (Teaching Leaders) 1
This document provides an overview of the MA Education (Teaching Leaders) program. It outlines the aims of the Professional Enquiry module to introduce the course, clarify structures and procedures, and begin thinking about masters-level study. It then discusses professional development and the Impact Initiative proposal process. An overview of the program structure is given, including compulsory modules in years 1 and 2, assessment procedures, and expectations for masters-level enquiry and the dissertation. Generic program aims and the focus of the Professional Enquiry module are also summarized.
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Module 2 activity tools-1
1. The document discusses using web tools for educational tasks and provides an example task where students create a podcast.
2. For the task, students would interview different stakeholders related to a problem with a paper company located near a town to get different perspectives on the issue.
3. The task involves listing stakeholders, conducting and recording interviews in groups, editing the interviews together, and producing a final audio file with all the interviews as the podcast. The document recommends using the free web tool Audacity and provides a tutorial link.
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This document discusses using a K-W-L chart to plan a lesson on corporate social responsibility (CSR). The K column is for what students already know about CSR, like its relation to human rights. The W column lists what the teacher wants students to learn, such as the definition of CSR, its principles and management, internal and external dimensions, and its relation to human resources. The L column is for what students have learned by the end of the unit, including being able to distinguish CSR from marketing policies and understanding why implementing CSR policies is important for companies.
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Rúbrica csr
- 1. Module 4 - Task 1 - Prepare the tools of your assessment 1. Teacher’s assessment. You need to create a Rubric. Public Awareness Campaign : Why CSR is important for companies? TeacherName:Ms. Teixidor StudentName: ________________________________________ CATEGORY 4 3 2 1 Brainstorming- Problems Studentsidentifymore than 4 reasonable, insightful barriers/problemsthat needtochange. Studentsidentifyat least4 reasonable, insightful barriers/problemsthat needtochange. Studentsidentifyat least3 reasonable, insightful barriers/problemsthat needtochange. Studentsidentify fewerthan3 reasonable,insightful barriers/problemsthat needtochange. Brainstorming- Solutions Studentsidentifymore than 4 reasonable, insightful possible solutions/strategiesto Studentsidentifyat least4 reasonable, insightful possible solutions/strategiesto encourage change. Studentsidentifyat least3 reasonable, insightful possible solutions/strategiesto encourage change. Studentsidentify fewerthan3 reasonable,insightful possible solutions/strategiesto
- 2. Research/Statistical Data Studentsinclude 4or more high-quality examplesorpiecesof data to supporttheir campaign. Studentsinclude at least3 high-quality examplesorpiecesof data to supporttheir campaign. Studentsinclude at least2 high-quality examplesorpiecesof data to supporttheir campaign. Studentsinclude fewerthan2 highqualityexamples or piecesof data to supporttheir Campaign/Product Studentscreate an original,accurate and interestingproduct that adequately addressesthe issue. Studentscreate an accurate productthat adequatelyaddresses the issue. Studentscreate an accurate productbut it doesnotadequately addressthe issue. The product isnot accurate. Sources- Quality Studentsinclude 4or more highquality sources. Studentsinclude 2-3 highqualitysources. Studentsinclude 2-3 sourcesbut some of are questionable quality. Studentsinclude fewerthan2 sources. Sources-Citation Informationinall source citationsis correct and inthe formatassigned. Informationinall source citationsis correct but there are minorerrorsin formatting. Informationinalmost all source citationsis correct ANDthere are minorerrorsin formatting. The informationis oftenincorrectOR there are major errors informatting. 2. Peer’s assessment. You need to create an Assesment Contract. Public Awareness Campaign : Why CSR is important for companies?
- 3. Marked by: Name of the partner you are evaluating:............................ Points:......................................................(maximum24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum24 points) Name of the partner you are evaluating:............................ Points:......................................................(maximum24 points) Your signatures: Knwoledge of the content: Ability to search information: Communication skills: Team work: 3. Self-assessment. You need to create a Self-assessment Target.