This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
Introduction To Structured Teaching For TranslationMihaiela Fazacas
The document provides an introduction to structured teaching for students with autism. Structured teaching is based on the Heartland Model and incorporates elements from TEACCH. Its primary goal is to develop independence and communication skills through visual structure, schedules, and work systems. These tools make the environment more predictable and help students understand expectations and complete tasks independently.
This document discusses the systems approach to instructional design, which involves integrated teams taking a systematic, resource-intensive, and teacher-centered approach to plan, design, develop, deliver, assess, evaluate, maintain, and discuss online courses. It asks about experiences with online planning, teaching, and learning, whether developing online programs requires a systematic and resource-intensive process, and the strengths and limitations of this instructional design approach.
This document summarizes key theories and theorists in online instruction. It discusses the theories of Holmberg on communication between instructors and learners, Moore's theory of transactional distance, and Keegan's concerns about lack of attention to "macro-factors". The document also outlines implications for using theory in teaching, such as helping develop understanding and analyzing human behavior.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
The inclusive classroom prioritizes students as individuals rather than defining them by disabilities or test scores. It creates an environment where all students are valued and learn to value diversity. Inclusive teaching prepares all students for an increasingly diverse workforce by providing social tools to navigate differences. It is not lowering standards but rather problem-solving and creating opportunities for all students to demonstrate learning through accessible instruction. Inclusive teaching benefits all students, not just those with disabilities, by making the classroom experience accessible to people of all backgrounds.
The document discusses teaching strategies for students with Asperger's syndrome. Students with Asperger's may have difficulty with social skills and communication. They often have strengths in visual processing and concentrating on specific subjects. Teachers should use visual teaching methods and provide positive yet constructive feedback when issues arise. It is also important to be flexible with deadlines, assignments, and teaching styles to accommodate different learning needs.
This document discusses inclusive teaching practices in higher education. It defines inclusion and diversity broadly to encompass all students and teaching approaches that fully include all students. The document advocates for a student-centered approach and discusses moving from a pedagogical to andragogical teaching model. It also provides examples of inclusive assessment and feedback practices and suggests that the most effective inclusive practices are essentially invisible because they are fully embedded in the teaching approach.
Introduction To Structured Teaching For TranslationMihaiela Fazacas
The document provides an introduction to structured teaching for students with autism. Structured teaching is based on the Heartland Model and incorporates elements from TEACCH. Its primary goal is to develop independence and communication skills through visual structure, schedules, and work systems. These tools make the environment more predictable and help students understand expectations and complete tasks independently.
This document discusses the systems approach to instructional design, which involves integrated teams taking a systematic, resource-intensive, and teacher-centered approach to plan, design, develop, deliver, assess, evaluate, maintain, and discuss online courses. It asks about experiences with online planning, teaching, and learning, whether developing online programs requires a systematic and resource-intensive process, and the strengths and limitations of this instructional design approach.
This document summarizes key theories and theorists in online instruction. It discusses the theories of Holmberg on communication between instructors and learners, Moore's theory of transactional distance, and Keegan's concerns about lack of attention to "macro-factors". The document also outlines implications for using theory in teaching, such as helping develop understanding and analyzing human behavior.
The document discusses inclusivity in higher education. It begins by noting the tensions between neo-liberal economic forces that view higher education as an economic venture versus its role in society. It then discusses key terms related to inclusion like access, widening participation, and lifelong learning. The rest of the document outlines the challenges of inclusion, institutional responses like strategic plans and student support services, approaches to inclusive pedagogy, and examples of good practices like considering diverse learner needs and styles.
The inclusive classroom prioritizes students as individuals rather than defining them by disabilities or test scores. It creates an environment where all students are valued and learn to value diversity. Inclusive teaching prepares all students for an increasingly diverse workforce by providing social tools to navigate differences. It is not lowering standards but rather problem-solving and creating opportunities for all students to demonstrate learning through accessible instruction. Inclusive teaching benefits all students, not just those with disabilities, by making the classroom experience accessible to people of all backgrounds.
The document discusses teaching strategies for students with Asperger's syndrome. Students with Asperger's may have difficulty with social skills and communication. They often have strengths in visual processing and concentrating on specific subjects. Teachers should use visual teaching methods and provide positive yet constructive feedback when issues arise. It is also important to be flexible with deadlines, assignments, and teaching styles to accommodate different learning needs.
Inclusive teaching and learning in a diverse HE environmentjesshumphreys
This document discusses inclusive teaching and learning in higher education to support a diverse range of learners. It defines diversity to include disabilities, genders, religions, ages, races, and sexual orientations. Some specific disabilities and conditions mentioned include visual and hearing impairments, mobility difficulties, learning disabilities like dyslexia, medical conditions, autism spectrum disorders, and mental health difficulties. The document recommends inclusive teaching practices such as multisensory teaching, breaking down information, providing accessible resources, and giving constructive feedback and exam arrangements. It stresses the importance of an inclusive environment, reasonable adjustments for individual needs, effective communication, and maintaining academic standards while facilitating learning for all students.
The humanistic learning theory focuses on the uniqueness of each individual and their desire to grow positively. It emphasizes spontaneity, feelings, emotions, and individual choice. Motivation comes from personal needs and a desire for growth. Learning is facilitated by curiosity, positive self-concept, and freedom. Key proponents were Abraham Maslow and his hierarchy of needs (physiological, safety, love, esteem, self-actualization), and Carl Rogers's view of unconditional positive self-regard and the teacher as a facilitator. The goal is to foster curiosity, enthusiasm, initiative, and responsibility.
1) The document discusses the origins and key concepts of humanistic psychology. It originated in the 1950s and 1960s through the work of psychologists like Abraham Maslow and Carl Rogers who were interested in studying the whole person.
2) Maslow developed his hierarchy of needs which proposes that people are motivated to fulfill basic physiological needs and then progress to seeking safety, love, esteem and self-actualization.
3) Humanistic psychology rejects behaviorism and psychoanalysis and believes people have free will and an inherent drive for personal growth. It focuses on concepts like self-realization, choice, and meaningfulness.
The document discusses the humanistic approach to education. It focuses on educating the whole person by emphasizing artistic, physical, and cultural aspects of learning. It considers the need for self-reflection and self-actualization in learners. Key aspects include cooperative learning, independent learning, small group work, and social activities rather than competitive learning. The teacher acts as a facilitator who encourages reflection and participatory learning.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
Constructivist Approach to Teaching and LearningChristyFrye
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
The document discusses the humanistic theory of learning. Some key points include:
- Humanism focuses on human potential, freedom, and intentionality rather than behaviorism or cognitive approaches.
- Theories like Maslow's hierarchy of needs and Rogers' emphasis on experiential learning and the teacher as a facilitator are discussed.
- Humanistic learning involves observation, self-evaluation, and taking responsibility for one's own learning. It views the teacher as a role model and facilitator rather than an authority.
Youth in Community at Youth for Cause Dialogue Session 10 June 2011Hiep Luong
This document discusses youth volunteering in their community. It mentions that the author is new to volunteering and is seeking help. It also references VCS, which likely stands for a volunteer or community service organization, and discusses values, capacity, and support in relation to VCS.
Lin at youth for cause dialogue session 10 june 2011Hiep Luong
The document summarizes the vision, mission, services, and core values of an organization called LIN that promotes equal opportunities in Vietnamese society. LIN's vision is to make a difference by promoting equal opportunities through individual and corporate donors and not-for-profit organizations. LIN's mission involves helping local people meet local needs through technical, financial, and management support from donors to not-for-profits. LIN's services include research, grants, capacity building, and volunteer placement to connect donors, volunteers, and not-for-profits.
Gop Sang at Youth for Cause Dialogue Session 10 June 2011Hiep Luong
This document discusses three community libraries in Vietnam called Le Van Tam Park, Tao Dan Park, and Gia Dinh Park. Le Van Tam Park has 2 members and 200 books. Tao Dan Park has over 1000 books, 10 members, and Gia Dinh Park has over 1500 books and more than 20 members. It encourages readers to share books rather than let them collect dust by joining one of these community libraries or the Nhom Gop Sang Facebook group.
Gop sang at youth for cause dialogue session 10 june 2011Hiep Luong
The document summarizes a project by the Nhóm Góp Sáng group to establish free reading book branches in parks and start a School Children Wikibooks project. The free reading book branches started with 200 books in one park and have expanded to over 2000 books in three parks. The School Children Wikibooks project aims to form reading habits in students and has conducted surveys at schools in Phu An, Tien Giang, and Cai Lay. The long-term goals are to contribute to the country's development, inspire youth, and spread the value of books.
Eco profile at youth for cause dialogue session 10 june 2011Hiep Luong
The document profiles a non-profit organization in Vietnam called ECO Vietnam Group that works with underprivileged communities in rural villages and ethnic groups. The organization finds social problems in needy areas, supports long-term projects, and raises youth awareness. Its activities include overseas and local community involvement projects focused on areas like education, the environment, and social issues. The future plans are to improve existing projects and start a new "Be A Guardian" initiative while continuing English language teaching.
Be a guardian evg at youth for cause dialogue session 10 june 2011Hiep Luong
(1) The Eco Vietnam Group aims to help Vietnamese children achieve good academic results but face financial difficulties, especially in the remote mountainous commune of Gia Bac in Lam Dong Province.
(2) They seek financial aid from individuals and organizations to provide scholarships for students in Gia Bac to continue their education beyond 9th grade.
(3) Their process involves selecting qualified students based on academic performance and family need, matching them with sponsors, and then following the students' progress while providing support and reporting back to sponsors. Their goal is to help improve educational and economic opportunities for people in Gia Bac.
Touch group at youth for cause dialogue session 10 june 2011Hiep Luong
- Touch was founded in 2008 and has completed multiple projects helping shelters and raising funds for charity. It has over 80 permanent members and collaborates with well-known organizations.
- One of its early projects in 2008 involved partnering with another club to visit shelters and donate food and education funds.
- In 2009 it held a leadership camp for 350 applicants where they did team building activities and personal assessments to "show their real value through veracity, amiability, and loyalty."
The document summarizes the TLS/SSL renegotiation vulnerability, discussing the SSL/TLS protocol, the vulnerability, and references for further information. The presenter is introduced as a cybersecurity expert working in banking and blogging about security issues. The vulnerability allows an active man-in-the-middle attacker to inject arbitrary plaintext into an authenticated HTTPS session by triggering a renegotiation.
The document provides PR strategies and tactics for promoting Speedo's various swimwear collections. It includes distributing press releases about 3 months before products are available. It suggests photo calls with athletes, media clinics, and gifting products to journalists to promote different lines. Case studies show success from product placement in Vogue France and a collaboration with designers using recycled Speedo suits increased brand awareness.
E-commerce involves online business transactions and digital delivery of products and services. Contract law basics that apply to e-commerce include offer, acceptance, intention to enter a legal agreement, consideration, capacity, and consent. The Electronic Transactions Act aims to facilitate electronic transactions by validating electronic documents, signatures, and record keeping. When establishing a business online, considerations include business structure, contracts, intellectual property, and regulatory compliance.
The document discusses the history and concepts of cryptography, especially in the context of e-commerce. It explains how cryptography evolved from ancient times to modern applications. Symmetric and asymmetric encryption methods are described, including how public/private key pairs work. Digital signatures are introduced as a way to provide authentication, integrity, and non-repudiation for electronic transactions.
Inclusive teaching and learning in a diverse HE environmentjesshumphreys
This document discusses inclusive teaching and learning in higher education to support a diverse range of learners. It defines diversity to include disabilities, genders, religions, ages, races, and sexual orientations. Some specific disabilities and conditions mentioned include visual and hearing impairments, mobility difficulties, learning disabilities like dyslexia, medical conditions, autism spectrum disorders, and mental health difficulties. The document recommends inclusive teaching practices such as multisensory teaching, breaking down information, providing accessible resources, and giving constructive feedback and exam arrangements. It stresses the importance of an inclusive environment, reasonable adjustments for individual needs, effective communication, and maintaining academic standards while facilitating learning for all students.
The humanistic learning theory focuses on the uniqueness of each individual and their desire to grow positively. It emphasizes spontaneity, feelings, emotions, and individual choice. Motivation comes from personal needs and a desire for growth. Learning is facilitated by curiosity, positive self-concept, and freedom. Key proponents were Abraham Maslow and his hierarchy of needs (physiological, safety, love, esteem, self-actualization), and Carl Rogers's view of unconditional positive self-regard and the teacher as a facilitator. The goal is to foster curiosity, enthusiasm, initiative, and responsibility.
1) The document discusses the origins and key concepts of humanistic psychology. It originated in the 1950s and 1960s through the work of psychologists like Abraham Maslow and Carl Rogers who were interested in studying the whole person.
2) Maslow developed his hierarchy of needs which proposes that people are motivated to fulfill basic physiological needs and then progress to seeking safety, love, esteem and self-actualization.
3) Humanistic psychology rejects behaviorism and psychoanalysis and believes people have free will and an inherent drive for personal growth. It focuses on concepts like self-realization, choice, and meaningfulness.
The document discusses the humanistic approach to education. It focuses on educating the whole person by emphasizing artistic, physical, and cultural aspects of learning. It considers the need for self-reflection and self-actualization in learners. Key aspects include cooperative learning, independent learning, small group work, and social activities rather than competitive learning. The teacher acts as a facilitator who encourages reflection and participatory learning.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
Constructivist Approach to Teaching and LearningChristyFrye
The document discusses the constructivist approach to teaching and learning. It provides an overview of constructivism, including that children construct understandings of the world from their experiences and prior knowledge. It also discusses theorists like Piaget who studied cognitive development in stages. The document describes how constructivism applies in classrooms, with hands-on learning and student-centered lessons. It concludes with an example constructivist classroom that uses scaffolding, hands-on activities, group work, and discussions.
The document discusses the humanistic theory of learning. Some key points include:
- Humanism focuses on human potential, freedom, and intentionality rather than behaviorism or cognitive approaches.
- Theories like Maslow's hierarchy of needs and Rogers' emphasis on experiential learning and the teacher as a facilitator are discussed.
- Humanistic learning involves observation, self-evaluation, and taking responsibility for one's own learning. It views the teacher as a role model and facilitator rather than an authority.
Youth in Community at Youth for Cause Dialogue Session 10 June 2011Hiep Luong
This document discusses youth volunteering in their community. It mentions that the author is new to volunteering and is seeking help. It also references VCS, which likely stands for a volunteer or community service organization, and discusses values, capacity, and support in relation to VCS.
Lin at youth for cause dialogue session 10 june 2011Hiep Luong
The document summarizes the vision, mission, services, and core values of an organization called LIN that promotes equal opportunities in Vietnamese society. LIN's vision is to make a difference by promoting equal opportunities through individual and corporate donors and not-for-profit organizations. LIN's mission involves helping local people meet local needs through technical, financial, and management support from donors to not-for-profits. LIN's services include research, grants, capacity building, and volunteer placement to connect donors, volunteers, and not-for-profits.
Gop Sang at Youth for Cause Dialogue Session 10 June 2011Hiep Luong
This document discusses three community libraries in Vietnam called Le Van Tam Park, Tao Dan Park, and Gia Dinh Park. Le Van Tam Park has 2 members and 200 books. Tao Dan Park has over 1000 books, 10 members, and Gia Dinh Park has over 1500 books and more than 20 members. It encourages readers to share books rather than let them collect dust by joining one of these community libraries or the Nhom Gop Sang Facebook group.
Gop sang at youth for cause dialogue session 10 june 2011Hiep Luong
The document summarizes a project by the Nhóm Góp Sáng group to establish free reading book branches in parks and start a School Children Wikibooks project. The free reading book branches started with 200 books in one park and have expanded to over 2000 books in three parks. The School Children Wikibooks project aims to form reading habits in students and has conducted surveys at schools in Phu An, Tien Giang, and Cai Lay. The long-term goals are to contribute to the country's development, inspire youth, and spread the value of books.
Eco profile at youth for cause dialogue session 10 june 2011Hiep Luong
The document profiles a non-profit organization in Vietnam called ECO Vietnam Group that works with underprivileged communities in rural villages and ethnic groups. The organization finds social problems in needy areas, supports long-term projects, and raises youth awareness. Its activities include overseas and local community involvement projects focused on areas like education, the environment, and social issues. The future plans are to improve existing projects and start a new "Be A Guardian" initiative while continuing English language teaching.
Be a guardian evg at youth for cause dialogue session 10 june 2011Hiep Luong
(1) The Eco Vietnam Group aims to help Vietnamese children achieve good academic results but face financial difficulties, especially in the remote mountainous commune of Gia Bac in Lam Dong Province.
(2) They seek financial aid from individuals and organizations to provide scholarships for students in Gia Bac to continue their education beyond 9th grade.
(3) Their process involves selecting qualified students based on academic performance and family need, matching them with sponsors, and then following the students' progress while providing support and reporting back to sponsors. Their goal is to help improve educational and economic opportunities for people in Gia Bac.
Touch group at youth for cause dialogue session 10 june 2011Hiep Luong
- Touch was founded in 2008 and has completed multiple projects helping shelters and raising funds for charity. It has over 80 permanent members and collaborates with well-known organizations.
- One of its early projects in 2008 involved partnering with another club to visit shelters and donate food and education funds.
- In 2009 it held a leadership camp for 350 applicants where they did team building activities and personal assessments to "show their real value through veracity, amiability, and loyalty."
The document summarizes the TLS/SSL renegotiation vulnerability, discussing the SSL/TLS protocol, the vulnerability, and references for further information. The presenter is introduced as a cybersecurity expert working in banking and blogging about security issues. The vulnerability allows an active man-in-the-middle attacker to inject arbitrary plaintext into an authenticated HTTPS session by triggering a renegotiation.
The document provides PR strategies and tactics for promoting Speedo's various swimwear collections. It includes distributing press releases about 3 months before products are available. It suggests photo calls with athletes, media clinics, and gifting products to journalists to promote different lines. Case studies show success from product placement in Vogue France and a collaboration with designers using recycled Speedo suits increased brand awareness.
E-commerce involves online business transactions and digital delivery of products and services. Contract law basics that apply to e-commerce include offer, acceptance, intention to enter a legal agreement, consideration, capacity, and consent. The Electronic Transactions Act aims to facilitate electronic transactions by validating electronic documents, signatures, and record keeping. When establishing a business online, considerations include business structure, contracts, intellectual property, and regulatory compliance.
The document discusses the history and concepts of cryptography, especially in the context of e-commerce. It explains how cryptography evolved from ancient times to modern applications. Symmetric and asymmetric encryption methods are described, including how public/private key pairs work. Digital signatures are introduced as a way to provide authentication, integrity, and non-repudiation for electronic transactions.
This document discusses workflows and the Windows Workflow Foundation. It defines workflows as encapsulated logic for coordinating business processes. Workflows can model real-world processes and handle long-running and stateful behavior. The Windows Workflow Foundation provides a single workflow technology for .NET that allows workflows to be developed visually using tools like SharePoint Designer or code-based using Visual Studio. It also discusses workflow terminology, the workflow life cycle, and options for authoring workflows for Office 2007 and SharePoint.
This document summarizes an introduction to enterprise content management (ECM) concepts in SharePoint, including document management and web content management. It discusses key ECM definitions and concepts like document libraries, content types, and page layouts. It also provides an example scenario of using these features to create a publishing site for marketing press releases with approval workflows.
The document discusses features in Microsoft Office SharePoint Server (MOSS) 2007 for collaboration, content management, and demonstrates document library functionality and calendar synchronization. It describes how MOSS is organized hierarchically into farms, web applications, site collections, and sites. Key collaboration features mentioned include shared documents, tasks, announcements, users, and email integration. Content management features covered are views, approval/rejection, document versioning, permissions, and workflows. The demonstration shows uploading a document to a library, modifying its properties, granting access permissions, and configuring site settings.
This document provides an overview of Microsoft's business intelligence solutions including:
1. It describes the key components of Microsoft's BI model including SQL Server data warehouse, Analysis Services cubes, and query and reporting tools.
2. It explains how data is organized in cubes with examples comparing tables and cubes.
3. It outlines the tools that can be used to connect to and query Analysis Services cubes like SQL Server Management Studio, Business Intelligence Development Studio, and Excel.
Window Search Server 2008 provides a high-level architecture that includes separate index and query servers for improved performance scaling to millions of documents. It allows indexing of content from SharePoint, web servers, file shares and other sources, and provides richer search experiences than Windows SharePoint Services with features like alerts, scopes and best bets. Microsoft Search Server 2008 Express is a free version that provides core search functionality through an extensible platform and APIs.
The document discusses communication and social media training. It covers internal and external email communication best practices, verbal communication skills, and social media listening and reputation management. Specifically, it defines social media listening, explains why it's important, and how to do it effectively using tools. It also discusses analyzing listening results to understand audience segments and favorability. The document provides guidance on joining conversations by employing engagement strategies for different audience groups and measuring the impact of interventions over time.
This document summarizes a lecture on time management presented to medical students. It discusses the importance of time management for balancing academic, professional and personal responsibilities. It recommends assessing how time is currently spent, identifying time wasters, setting priorities, and focusing on important over urgent tasks. The key is disciplined execution by organizing activities according to priorities as shown in the time management matrix, with the most important tasks in quadrant II.