SWK1051 Key features of changemakers
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The document introduces a module called Changemakers that focuses on solving complex social problems through self-directed learning. Students will work in groups to complete activities from five units outlined in a handbook over multiple terms. There are no lectures, but students will meet with their group every three weeks to report progress and seek help. Students will use an online platform called NILE to record weekly progress through journals/blogs, access course materials like videos and readings, and view/comment on peer journals. The main assessments are a Social Venture Canvas poster summarizing their proposed solution to a social problem (60%) and a write-up of internal and external feedback on their solution (40%).
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MSL 630
Hall # 1
The Riddle of Teams: What are the pros and cons?
1
Welcome to MSL 630
2
Format for Hall sessions
• Introduction of the Hall
• Hall Topics
• Christian worldview applications
• Major points for the week’s learning
3
Learning tools
• Hall lectures
▫ Hearing and seeing
• Text book
▫ Reading
• Individual homework
▫ Analyzing
• Discussion forum
▫ Applying and Examining
• Completing all
components is very
important to
accomplish the
objectives of the
course.
4
Asynchronous learning
• Motivated
▫ Asynchronous
learners must be
highly self-motivated
• Responsible
▫ Asynchronous
learners must have
high responsibility
for assignments and
discussion
• Facts
▫ Asynchronous learning is
not easier than
traditional classroom
learning
▫ Learners must meet
deadlines
▫ It’s easy to think we’re
anonymous because
there’s no face time.
5
Tips for success
• Course Page
▫ Activities
Individual homework
Team activities
▫ Discussion forum
Weekly discussion
▫ Media
Syllabus
Handouts & links
Hall lectures
• Schedule
▫ Be attentive to
deadlines
▫ The week begins on
Monday and ends on
Sunday
Observe Sabbath
Manage your time
6
Tips for success (cont.)
• Do not procrastinate
▫ It’s easy to get behind
in an asynchronous
course
False security that
there is time to catch
up
Each week builds on
the previous
• Sequence
▫ Set your schedule
Hall lecture
Assigned reading
Discussion
Homework
Individual or team
Study key points for
exam
7
Tips for success (cont.)
• Communicate
▫ Ask questions
▫ Participate
▫ Be engaged in
discussion
▫ Seek handouts
▫ Contact the professor
with questions or
problems
8
Topics we’ll cover in MSL 630
• Best Practices
• Solving Team Problems
• Motivation and Leadership
• Creativity/ Diversity Issues
• Virtual Teams
• Team Simulations
9
10
Biblical Foundation: Matt 28:19-20
Hall Objectives
• Why Teams?
• Types of Teams
• Collaborative Projects through Teamwork
• Productive Team Characteristics
• Developing Team Building Skills
• Project Teams at Belhaven
11
Questions for Reflection & Study
• Why are teams useful?
• What are some common types of teams?
• How can collaborative projects be completed
through teamwork?
• What makes a productive team?
• What skills can be developed to improve teams?
• What are some tips for Project teams at
Belhaven?
12
5 Key Characteristics of Teams
• Exist to achieve a shared goal
• Members are interdependent regarding a
common goal
• Are bounded and remain relatively stable over
time
• Members have the authority to manage their
own work and internal processes
• Operate in a larger social system context
13
4 Challenges to Future Teams
• Customer service focus
• Competition
• Emergence of the information age
• Globalization
14
Types of Teams
• Manager-led teams
• Self-managing ...
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Welcome to MSL 630
2
Format for Hall sessions
• Introduction of the Hall
• Hall Topics
• Christian worldview applications
• Major points for the week’s learning
3
Learning tools
• Hall lectures
▫ Hearing and seeing
• Text book
▫ Reading
• Individual homework
▫ Analyzing
• Discussion forum
▫ Applying and Examining
• Completing all
components is very
important to
accomplish the
objectives of the
course.
4
Asynchronous learning
• Motivated
▫ Asynchronous
learners must be
highly self-motivated
• Responsible
▫ Asynchronous
learners must have
high responsibility
for assignments and
discussion
• Facts
▫ Asynchronous learning is
not easier than
traditional classroom
learning
▫ Learners must meet
deadlines
▫ It’s easy to think we’re
anonymous because
there’s no face time.
5
Tips for success
• Course Page
▫ Activities
Individual homework
Team activities
▫ Discussion forum
Weekly discussion
▫ Media
Syllabus
Handouts & links
Hall lectures
• Schedule
▫ Be attentive to
deadlines
▫ The week begins on
Monday and ends on
Sunday
Observe Sabbath
Manage your time
6
Tips for success (cont.)
• Do not procrastinate
▫ It’s easy to get behind
in an asynchronous
course
False security that
there is time to catch
up
Each week builds on
the previous
• Sequence
▫ Set your schedule
Hall lecture
Assigned reading
Discussion
Homework
Individual or team
Study key points for
exam
7
Tips for success (cont.)
• Communicate
▫ Ask questions
▫ Participate
▫ Be engaged in
discussion
▫ Seek handouts
▫ Contact the professor
with questions or
problems
8
Topics we’ll cover in MSL 630
• Best Practices
• Solving Team Problems
• Motivation and Leadership
• Creativity/ Diversity Issues
• Virtual Teams
• Team Simulations
9
10
Biblical Foundation: Matt 28:19-20
Hall Objectives
• Why Teams?
• Types of Teams
• Collaborative Projects through Teamwork
• Productive Team Characteristics
• Developing Team Building Skills
• Project Teams at Belhaven
11
Questions for Reflection & Study
• Why are teams useful?
• What are some common types of teams?
• How can collaborative projects be completed
through teamwork?
• What makes a productive team?
• What skills can be developed to improve teams?
• What are some tips for Project teams at
Belhaven?
12
5 Key Characteristics of Teams
• Exist to achieve a shared goal
• Members are interdependent regarding a
common goal
• Are bounded and remain relatively stable over
time
• Members have the authority to manage their
own work and internal processes
• Operate in a larger social system context
13
4 Challenges to Future Teams
• Customer service focus
• Competition
• Emergence of the information age
• Globalization
14
Types of Teams
• Manager-led teams
• Self-managing ...
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FDN018 01 Exploring professional sectors TC
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Fdn016 week 3 planning
1) The document outlines a planning challenge where a team must arrange transportation for all members to arrive at the Arc de Triomphe in Paris by 6am the next morning from their various homes using public transit and limited taxis or bicycles.
2) It then discusses steps for conducting research interviews and a survey about student food poverty for a class project. This includes contracting with interview subjects, developing interview questions, and planning to collect survey responses and conduct practice interviews with classmates.
3) The document provides guidance on interviewing best practices and emphasizes the importance of care, consent, and follow-up for interview subjects. It also discusses working collaboratively in groups to plan collecting surveys and practicing interviews for their research
Fdn016 week 2 working definition final
This document provides a systems thinking approach to developing a working definition of student food poverty. It defines student food poverty as dysfunctions (e.g. financial, skills, insecurity) within the system of student food provision. This system aims to keep students fit and healthy and involves shops, supermarkets, fast food outlets, and delivery services. The purpose is to improve educational outcomes by involving students, parents, caterers, and shopkeepers in processes like buying, preparing, and cooking food within boundaries of campus, halls, student housing, and home. This working definition considers student food poverty in a complex systems context rather than isolated factors.
Fdn016a week 2 working definition
The document provides a working definition of student food poverty from a systems thinking perspective. It defines student food poverty as dysfunctions (such as financial issues, lack of skills or security) within the system of student food provision. This system aims to keep students fit and healthy through parts like shops, supermarkets and fast food outlets. The outcomes should be improving educational attainment by involving people like friends, parents and caterers through processes of buying, cooking and preparing food, within boundaries like campus, halls or student housing. The working definition is complex but aims to provide a thorough and useful framing of student food poverty as a systems issue.
Fdn016a week 1 we have a problem
This document provides an introduction and overview to the FDN016 module on social problem solving. It outlines the structure and expectations of the module. Students will investigate the social problem of "student food poverty" through 5 phases: identifying the problem, planning an investigation, collecting evidence, analyzing the evidence, and proposing a solution. Assessment will include journals documenting the investigation and a presentation. The tutor, Tim Curtis, is introduced and contact details are provided. Overall, the module will guide students through exploring an undefined social issue using a structured problem-solving process.
Final week rich pictures social venture canvas
This document provides an overview and recap of the key concepts covered in the FDN016 Last Class module, including systems thinking, tackling supercomplex problems, the hidden rules of university, and Changemaker skills. It discusses using rich pictures and systems diagrams to demonstrate the complexity of a problem situation and the relationships between key root causes and factors. Examples of good, less detailed, and more advanced systems diagrams are shown. The document then introduces the Social Venture Canvas as a tool to develop ideas and solutions. It provides examples of Northampton students who have used this tool before closing with reminders about module deadlines and evaluations.
Fdn016 term 2 week 6 systems thinking to solutions
This document discusses systems thinking and mapping. It encourages watching a film on systems thinking while drawing a systems thinking diagram to engage in active learning. Systems thinking allows us to map all aspects of a problem situation without oversimplifying, and identify root causes versus symptoms. An example systems map is provided related to student food poverty based on literature reviews, surveys, interviews and observations. Participants are instructed to map out everything they know about student food poverty using these sources and techniques, drawing and redrawing diagrams to separate root causes from symptoms. Interventions can then be identified to address dysfunctions.
Fdn016 term 2 week 6 systems thinking to solutions
Systems thinking allows mapping all aspects of a problem without oversimplifying to develop a rich understanding. This includes identifying the differences between surface symptoms and underlying root causes. The document discusses using systems thinking and mapping to thoroughly understand the current state of knowledge regarding overuse of bottled water due to anxiety about tap water quality and perceptions of bottled water being purer. It also outlines initial plans to address this through a tap water versus bottled water taste test competition on campus involving student pledges.
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This document discusses analysing text data in qualitative research. It provides information on computer assisted qualitative data analysis software (CAQDAS), grounded theory, coding text data, and lessons learned from analysing interview responses about preferences for drinking bottled water versus tap water. Key points include the importance of cleaning and preparing text data before coding, identifying concepts and ideas through first and second level coding, observing the progression of ideas in the text, and noticing that students are anxious about tap water cleanliness and unaware of drinking water standards.
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This document provides instructions for coding qualitative text data using grounded theory. It discusses conducting first and second level coding to identify key ideas and concepts across a text. Students are asked to code interview transcripts about time and breakfast, looking for quotes related to the idea of 'time'. They are also asked to code quotes about water from the interviews by coloring similar ideas. The homework assigns analyzing responses to one interview question from multiple students to identify common themes and outliers.
Fdn016 term 2 week 4 interview analysis
This document provides instructions for analyzing text related to time and meals from student interviews. It directs students to:
1. Code all interview text related to 'time' and breakfast.
2. Compare coding with other students and collect all time-related quotes.
3. Note observations about what the qualitative data suggests and what does not fit.
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Term 2 week 3 data analysis
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Fdn016 week 9 interview design & test #2
This document outlines an activity where students will practice interviewing skills by interviewing a classmate roleplaying as an 18-year old student experiencing food poverty.
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Fdn016 week 4 & 5 defining food poverty 2019
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The document outlines instructions for a class activity where students will conduct a mock interview. Students have one hour to self-organize into groups and design 3 semi-structured interview questions to ask an 18-year old student character about student food poverty. Two students will interview the character for up to 5 minutes while audio recording. In the second hour, the class will discuss which questions worked well and propose 3 common questions for a wider investigation.
FDN016 Week 8 survey design and test
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
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This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
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- 1. Key Features of Changemakers Introduction to SWK1051 Changemakers Module 1
- 2. Learning to solve problems • Society is full of problems that need addressing • Workplaces are full of problems that need solving • Some problems are super complex • The world needs people who can tackle complex social problems 2
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