The document summarizes a presentation exploring the merits of using a social networking site to facilitate collaborative learning for a management education course. A research project was conducted using a networked learning environment to encourage collaboration on student group projects. Findings showed that students struggled with collaborative online work and used the site mainly to arrange face-to-face meetings. Developing skills in online collaboration, group processes, and information management may better develop graduate attributes.
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
Even if you missed Heather's dynamic delivery of this PPT, you'll see her main takeaways from her talk about Writer's Workshop. Hope to see you at the next Parent Ed night!
At the 10/15/2014 Parent Ed talk, Principal Heather Swanson Johnson gave a fascinating presentation about Catharine Blaine's Writer's Workshop. Her talk reminded me how fortunate we are to have passionate educators like her and Ms. Lily in our children's lives.
Even if you missed Heather's dynamic delivery of this PPT, you'll see her main takeaways from her talk about Writer's Workshop. Hope to see you at the next Parent Ed night!
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Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
A case study of speed-marking. Result: a popular method of providing written corrective feedback for both teacher and students. More research needed to evaluate effectiveness.
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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.
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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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
So B Teaching Better Seminar
1. Title & Description Exploring the Merits of Social Networking in Management Education. Event: SoB Teaching Better Seminar MANT 339, is a third year course that aims to build the students' understanding of the area of Human Resources Development. Students have to complete a group project that aims to develop their knowledge and skills in analysing training needs and developing relevant training interventions. The course is built on the principles of adult learning - encouraging collaborative learning and students taking control of their own learning. A research project was set up in collaboration with HEDC to examine a prototype of a Networked Learning Environment to try and encourage students to engage in collaborative learning around the group project and to facilitate ongoing contact between lecturer and students. This presentation will discuss what we did and present our findings on how both the lecturer and the students responded to and utilised the Networked Learning site. We will also discuss the implications for further use of networked learning in the university learning environment.
2. Exploring the Merits of Social Networking in Management Education Wednesday 22 October 2008 Vicky Browning Management Russell Butson Higher Education Development Centre (HEDC) School of Business Teaching Better Seminar Acknowledgements: Carla Thomson, Assistant Research Fellow, Higher Education Development Centre (HEDC),
17. Virtual Environment A Complex Semi-Structured Work Environment Students were informed that the site required them to be active at networking, uploading and producing
22. My experience Emotions/ Perceptions Time (July – mid October) Excitement/ Anticipation Discomfort in ‘ their world’ ‘ Reality’ Questioning Deflation Realistic expectations Manage the process + -
28. Marks - Top 8 groups [range 25-32] Group Members Hits Posts % Status Tues-12-01 7/25.5 5 824 26 3% Active Producers Tues-03-01 1/28 5 788 29 4% Active Producers Mon-03-03 4/26.5 5 265 6 2% Passive Viewers Tues-03-03 8/25 4 246 7 3% Passive Viewers Tues-12-04 5 185 10 5% Passive Viewers Tues-03-02 5/26 5 181 7 4% Passive Viewers Tues-03-04 2-28 5 162 4 2% Passive Viewers Mon-03-01 4 125 2 2% Low Use Mon-03-05 6/25.5 3 83 4 5% Low Use Mon-03-04 5 73 2 3% Low Use Tues-03-05 3/28 2 52 1 2% Low Use Mon-03-02 2 49 2 4% Low Use Tues-12-05 5 47 2 4% Low Use Mon-11-03 2 39 0 0% Low Use Tues-12-02 4 30 1 3% Low Use Mon-11-02 1 26 1 4% Low Use Tues-12-03 3 25 1 4% Low Use
29. Discussions: Arrangement of meeting – 2 week period - This process was repeated by every group Fri p.m.. A . Hey guys - can we get together next week to work on our presentation? I can meet Mon at 11, all day Tues and after 3 on Wed. Mon a.m B . Yeah, for sure – can’t do today but otha times suit me Mon p.m C . 2mr I can only do 9-10 a.m – but Wed all gd Tues a.m A . O.K. I’ll book lib rm for 2mr at 3 Tues a.m C . cool thanks– c u there Tues p.m D . sori guys can’t do meeting tomorrow – I’ve got Maori at that time Wed a.m E . neitha – just checked site- got flu- sori Thurs p.m B . Sori yea, flu got me too – so meeting didn’t happen – thanks for txt A. Let’s try for da weekend sometime? Thurs p.m. A . Hey guys -yeah we’ve really got to get our presentation sorted soon What about meeting Sat sometime between 12 and 3? Fri a.m. D . Yup – Sat avo suits me. Fri a.m. C . Hey – I’m really sorry I’ve got work Sat avo- would Sun avo suit everyone – I can do anytime. Fri p.m. A . Ok - shall we try for Sun at 1? I’ll book the rm E . I’ll be there Sat a.m. D . Hi Sorry – I can’t do 2mr’s meeting – I’ve got soccer practice. Later any gd? Say after 3? Sat a.m. B . hey guys 1 on Sun no good for me either-I can do 10-12 or after4 on Sun
30. Calendar Discussions: Arrangement of meeting – 2 week period - This process was repeated by every group Fri p.m.. A . Hey guys - can we get together next week to work on our presentation? I can meet Mon at 11, all day Tues and after 3 on Wed. Mon a.m B . Yeah, for sure – can’t do today but otha times suit me Mon p.m C . 2mr I can only do 9-10 a.m – but Wed all gd Tues a.m A . O.K. I’ll book lib rm for 2mr at 3 Tues a.m C . cool thanks– c u there Tues p.m D . sori guys can’t do meeting tomorrow – I’ve got Maori at that time Wed a.m E . neitha – just checked site- got flu- sori Thurs p.m B . Sori yea, flu got me too – so meeting didn’t happen – thanks for txt A. Let’s try for da weekend sometime? Thurs p.m. A . Hey guys -yeah we’ve really got to get our presentation sorted soon What about meeting Sat sometime between 12 and 3? Fri a.m. D . Yup – Sat avo suits me. Fri a.m. C . Hey – I’m really sorry I’ve got work Sat avo- would Sun avo suit everyone – I can do anytime. Fri p.m. A . Ok - shall we try for Sun at 1? I’ll book the rm E . I’ll be there Sat a.m. D . Hi Sorry – I can’t do 2mr’s meeting – I’ve got soccer practice. Later any gd? Say after 3? Sat a.m. B . hey guys 1 on Sun no good for me either-I can do 10-12 or after4 on Sun
31. Collective construction of knowledge & the development of a collective – only found in 4 groups Tool Idea Response Wiki A: Hey, this is what I’ve found for our research so far …, are you finding the same idea B: Hey guys. The vast majority of what I’ve found correlates with what A’s finding … What do you think? Blog A: Hi guys – some of us managed to meet and create an outline for our presentation … See what you think? I’ve just put general points we decided on up so feel free to change it anyone. PS. There is a link to the outline below this post B: Looks good. For my part of the topic I’m going to … Hope this helps. C: Thanks. Might be good if we all shared our ideas here. For my part, I plan to … D: I’ve made some changes to my part - have placed my ideas in the documents library on group page if you want to have a look File A: this is the thing we were looking at during the meeting tonight … it outlines the things we need to make sure we consider. Do have a look through guys and see what else you think we need B: This is my suggestion for what else we need in the overview –what do you think? C: This is the updated overview – think we’ve got it pretty sorted now. Any ideas about specific research direction? B: I don’t know how much of the theory we’re going to use, but here it is – probably need a bit of compressing A. Here are my ideas about what the most important things are to pinpoint in the theory – be good to get you guys feedback Discussion A: I’ve posted my research on the wiki. Give it a go – add whatever you want B: Thanks. Looks good. Just wondering if we need to re-direct some our research … C: I think for our research we need to keep in mind these guidelines: … A: O.K. I’ve posted my updated research …
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34. Feedback: Collaborative professional processes Sep 17, 2008 5:49 pm Lecturer: You clearly outlined the methods of data collection you used and the purpose for the HRDNI of each of these methods. It would have assisted our learning if you had written on the board our feedback from the learning exercise. We could then see the link to the points you suggested. Sep 20, 2008 2:10 pm I thought your presentation was really good. I thought you structured it well in that you built up to the class interaction so we knew exactly why you were doing this form of exercise and then you expanded further afterwards. I felt doing the class interaction gave me more knowledge about why focusing on teaching tacit knowledge was important … Sep 21, 2008 12:22 pm Overall i thought this was a good presentation ... But i felt there was a bit too much theory for the presentation because if you were actually presenting to a company they would be more interested in your findings and recommendations. I also felt that you should of paid a little more attention to your intervention and explained it a little more because there was a little confusion. But … the slides were set out clearly and were easy to understand. … . Sep 28, 2008 7:40 pm Thanks for all the feedback on our presentation Dealing with the content of our PowerPoint-presentation, we tried to balance it as good as we could. We tried not to have many details on our slides, but just to have enough so people would not lose interest during the presentation. I think what worked well for our group, was that the structure were quite good all the way through our presentation. This helped us a lot when we were delivering the content. I can clearly see though what you guys mean about to much theory in relation to presenting to the company. Our HRD intervention on tacit knowledge was a bit more difficult to perform in class than we had expected. If we were to do that again we would most likely use more time on this intervention. Using more time on the HRD intervention would have enabled us for example to use more time on presenting the workshop lesson plan (e.g. using the overhead projector actively), considering transfers of learning more thoroughly (how the delegates are assisted into carrying what they learnt at the session back to the workplace) and finally evaluating the whole session. Hopefully this feedback can be useful for others.Best regards Sep 30, 2008 12:10 am Hi everybody, I will also on the behalf of my group say thanks for all the useful feedback we have received. … I found our presentation quite good. I think we had a good structure in our presentation and I think we managed to deliver the content in a way that satisfied all of us. … I think we did pretty well. However, we could have used more energy on the intervention - but we didn’t really know how to prioritize the time that we were given. I think we came up with a really interesting intervention that explained the theory about tacit knowledge in a good way ...
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39. Would we have seen a difference if the participants were 1 st years?
40. Would we have seen a difference if the participants were 1 st years? We don’t believe so reason...
43. University of Otago Graduate Attributes – A selection relevant to this project COMMUNICATION : the ability to communicate information, arguments and analyses effectively CRITICAL THINKING : the ability to analyse issues logically, consider different options and viewpoints, and make informed decisions . INFORMATION LITERACY : a basic understanding of information literacy and specific skills in acquiring, organising and presenting information, in particular through computer-based activity LIFELONG LEARNING : a commitment to lifelong learning, with the ability to apply knowledge, develop existing skills, adapt to a changing environment, and acquire new skills RESEARCH : the ability to conduct research by recognising when information is needed, and locating, retrieving, evaluating and using it effectively SCHOLARSHIP : a commitment to the fundamental importance of the acquisition and development of knowledge and understanding SELF-MOTIVATION : the capacity for self-directed activity and the ability to work independently TEAMWORK : the ability to work effectively as both a team leader and a team member WORKPLACE-RELATED SKILLS : enterprise, self-confidence and a sense of personal responsibility within the workplace and community (Adopted by Senate March 2003)