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This document provides information about Turnitin, an alternative to SafeAssignment for detecting plagiarism in student work. It discusses that Turnitin offers a larger database than SafeAssignment and is a paid service, whereas SafeAssignment is free. Instructions are given on how to set up Turnitin assignments, how students can submit assignments, and how to mass upload past student works. Support contact information is also provided.
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
The reality for companies that are trying to figure out their blogging or content strategy is that there's a lot of content to write beyond just the "buy now" page.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
5. INDEX
Abstract & Introduction
Review of the Literature
& Purpose of the Study
Reserch Method
Results & Finding
Conclusions & Discussion
6. Review of the Literature
& Purpose of the Study
根據文獻,學習型組織與組織學習存在三種規範與區別
(Ortenbald, 2001):
組織學習為一過程或系列活動;學習型組織則為一種
組織形式。
組織學習會自然發生於組織中;藉組織學習可致力發
展為學習型組織。
組織學習之文獻多出於學術調查;學習型組織的研究
則大多有實務的基底。
除此之外,還可藉由學習者及知識的相對位置辨別。
7. Review of the Literature
& Purpose of the Study
有助於理解學習型組織的四個理論(Altman& Iles, 1998):
策略管理:關注焦點自外部環境變化轉為內部資源。
系統理論:視組織為動態、開放的系統。
心理學習理論:學習階層概念。
組織社會學(組織背景研究):組織結構與文化對學
習的影響。
8. Review of the Literature
& Purpose of the Study
本篇研究所採用的學習型組織定義:
學習型組織促成所有成員的學習,促進持續的轉變
[Pedler, Burgoyne, & Boydell, 1991, p. 1]。
學習型組織為人們不斷擴充自己的能力以達成想要的
結果,其擴張的思維模式是培育;其共同的想望為釋
出(set free);而成員持續地學習「如何共同學習」。
[Senge, 1990a, p. 3]。
學習型組織精於創造、取得與轉移知識、將新的知識
與見解反映於其行為中[Garvin, 1993, p. 80]。
整體而言,文獻仍缺乏學習型組織的明確概念。
9. Review of the Literature
& Purpose of the Study
學習氣氛
learning climate
工作學習
learning at work
學習建構
learning structure
學習型組織之本質
Ortenbald(2002)
組織學習
organizational
learning
10. Review of the Literature
& Purpose of the Study
學習型組織導向(DiBella,1995)
11. Review of the Literature
& Purpose of the Study
基於理論與學者觀點發展出學習型組織的各種模式,
Altman與Iles (1998)最具代表性的兩種:
特徵模式:確立了學習型組織的基本屬性與特點。
階段模式:將學習型組織發展看作持續演變的過程。
這兩種模式亦與DiBella提出的學習型組織導向不謀而合。
組織結構及文化對學習型組織具有重要性(Senge, 1990)。
12. Review of the Literature
& Purpose of the Study
學習型組織特徵:
公開溝通 團隊
風險承擔 學習報酬
學習支持與認可 訓練學習環境
執行工作之資源 知識管理
已有相關的研究工具能辨別這些特點,用以判斷組織是
否符合學習型組織,並各別研究學習型組織的各個構面。
13. Review of the Literature
& Purpose of the Study
特徵與組織產出間的關聯:
有些學者主張,變遷適應力(adaptation to change)並
不足以提升組織競爭力,認為創新(innovation)才是學
習型組織的重要成果。也有學者認為變遷適應力與創
新都是組織成功的要件。
不論何項產出比較重要,針對學習型組織特徵與組織
產 出 間 的 關 聯 仍 缺 乏 足 夠 的 文 獻 支 持 (Jashapara,
2003)。
本研究設計以經驗證據為底,省視學習型組織特徵與
組織產出之間的關聯。
14. Review of the Literature
& Purpose of the Study
「學習型組織」之研究限制:
缺乏健全的概念
缺乏經驗基礎與具影響力的模型
整體而言缺乏實證研究
依賴成功案例與不嚴謹的個案研究
基於上述研究限制,本研究主要的研究目的為透過學習
型組織特徵與組織的變遷適應力、創新及基本績效間的
關聯,消弭實證研究的差距。
15. Review of the Literature
& Purpose of the Study
研究問題:
Q1 Q2 Q3
學習型組織特徵與 學習型組織特徵 學習型組織特徵
變遷適應力之間存 與創新指標之間 與組織基本績效
在何種程度的關聯? 存在何種程度的 之間存在何種程
關聯? 度的關聯?
16. INDEX
Abstract & Introduction
Review of the Literature
& Purpose of the Study
Reserch Method
Results & Finding
Conclusions & Discussion