WHY SHOULD AN EDUCATOR DO ACTION RESEARCH
Deals with our questions and our problems
Results in better understanding and improve educational practices.
Helps to build a stronger collegial relationships
Develop a greater understanding and appreciation of the ethics involved in education.
It gives new ways of viewing and approaching our educational questions.
Makes us a reflective practitioners.
WHY SHOULD AN EDUCATOR DO ACTION RESEARCH
Deals with our questions and our problems
Results in better understanding and improve educational practices.
Helps to build a stronger collegial relationships
Develop a greater understanding and appreciation of the ethics involved in education.
It gives new ways of viewing and approaching our educational questions.
Makes us a reflective practitioners.
TEACHING APPROACHES
Educators: This is a 10-slide presentation with information about teaching and learning, so you can revisit key concepts. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2013)
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
TEACHING APPROACHES
Educators: This is a 10-slide presentation with information about teaching and learning, so you can revisit key concepts. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2013)
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
The 1st iteration of the Ethical Corporation magazine, published in December 2001. Some of the stories covered include;
** Del Monte Kenya Limited ignoring employees and local community welfare to their peril
** Focus on investment risks due to human rights violations in corporate supply chains
** The need for brands to engage employees on purpose
**A focus on what's driving the recently introduced FTSE4Good indice
Teachers of Students with Visual Impairments (TVIs) often teach in itinerant settings with limited access to resources and ongoing training. Use of communities of practice provide the missing link to access essential tools and information for professional development.
Social and economic change made access to knowledge central to how we work. Collaborative working is constantly pushing boundaries.
Tipping point in citizen behaviour, people can now create content, re-use information, co-produce services – otherwise known as web2.0.
A short history of knowledge management wrapping up with a positioning of Enterprise 2.0 within a knowledge management setting - Originally presented at the Enterprise 2.0 Conference
This presentation was made at the 2011 VC's Learning and Teaching Forum with collegue Javed Yusuf at the AUSAID Lecture Theatre, Laucala Campus, Suva, Fiji Islands on 23rd September on the topic Taking Communities of Practice to Moodle.
Slides for an online webinar I did for The Nature Conservancy November 8, 2012. The recording can be found here: https://nethope.webex.com/nethope/lsr.php?AT=pb&SP=MC&rID=65879162&rKey=982ec5cb40447d17
The #RBSEU showguide. Containing a feature on cause capitalism, a full run-down on our speakers, the finalised timed agenda and a 'meet the sponsors' section
In Episode 5, John continues to outline relevant factors related to ethical decision-making. The psychologist's fiduciary responsibility is emphasized. Additionally, John outlines one ethical decision-making model as well as cognitive biases and emotional factors involved with ethical decision-making. John will make suggestions on how to improve ethical decision-making.
Creating strong & passionate agile communities of practiceAllison Pollard
Everyone hits a challenge at some point in adopting agile and belonging to a larger community can help you overcome those challenges. Whether you call it a tribe, a user group, or a community of practice, having a group of people to share ideas with and learn from is a valuable tool to further your personal development and maintain your sanity. Learn about what communities of practice are, how to start them, and why they’re an important part of growing agile.
Knowledge Management And Small BusinessJames Purser
This was a quick 5 minute presentation I gave to the Wollongong Small Business Club on the tools that are available to assist Small Business in managing their Knowledge.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
(21)Utilizing Case Study Analysis in Online LearningJean An.docxaryan532920
(
21
)Utilizing Case Study Analysis in Online Learning
Jean Ann French, DBA
City University of Seattle
School of ManagementAbstract
There are quality learning theories and pedagogies that attract and retain online adult learners using case-based learning as the course design. Proven practices for undergraduate and graduate level business management studies are identified along with the challenges that are presented by the online environment. Recommendations are made for instructional design and approaches to successfully engage adult learners in a relevant manner for real-life application of business management concepts and learned skills. Introduction
When Harvard Business School initially formed, it was determined that text books were not sufficient for instruction at a more advanced level in the graduate school. The problem was resolved by having faculty interview corporate professionals and record the cases they presented (Copeland, 1954). As the practice developed, various learning objectives were identified which led to the Harvard Business Review series being developed and used as a supplement to text books. Other institutions that publish cases include the Richard Ivey school of Business, the Darden School at the University of Virginia, INSEAD, and the European Case Clearing House.
A program-level case study was conducted as a review of case-based learning practices for an online MBA program by Lee, Lee, Liu, Bonk, and Magjuka (2009). These authors believe that the field of business requires multifaceted practices for real-world problems as much, or more than, any other field. A business school expects that application skills and knowledge available to students will be comparable to the skills and knowledge possessed by business professionals. Therefore, creating learning experiences where knowledge can be acquired, organized, and applied is critical. Case-based learning facilitates learning and real-world applicability, a primary concern in the field of business education.Background
Case study analysis is a methodology that has been supported by theorists for more than 100 years. Vygotsky and Dewey were the founding fathers of “learning by doing,” which became the foundation of problem-based learning (PBL) and constructivism. Case analysis is used in the social and human sciences for study and research. Case study analysis was popularized in business schools by Harvard and is an effective way to learn strategic management and business assessment (Copeland, 1954). The foundation theories and the dynamics of learning facilitation for the adult learner need to be examined to better understand successful instruction of case study analysis.
Ruey (2010) conducted a case study in constructivist strategies for adult online learning. His study included the following theories of constructivist learning:
· Dewey (1938) believed that individual development is dependent upon the existing social environmental context and argued th ...
Similar to Understanding ethical surprises and dilemmas in contemporary pedagogical research: What is happening in our learning spaces? (20)
Regenerative Computing: De-limiting hopeSamuel Mann
In computing there is a small but growing community who desire to make sense of the role of computing in a world with limits. This community has provided a much needed
critical perspective on what has otherwise been computing’s contribution to a worsening world state, or at best a weak sustainability. But, by framing the biophysical and social environment as limited, there is a danger of adopting a negative and overly pessimistic approach with the effect of marginalising our message and contribution to computing. Previous attempts to address the tension between a limited world and a positive approach have been foundered on concerns that a techno-utopia is not only unrealisable but efforts to achieve it are exacerbating the problem. In this paper we explore the potential for an explicitly positive approach to computing within limits research: regenerative computing. We describe what regenerative computing within limits might look like and suggest a way forward. We expect this new approach to transform the computing and sustainability discourse, and empower the computing within limits community to become ambassadors of hope and regenerative sustainability.
Paper presented at the Fourth Workshop on Computing within Limits May 13-14, Toronto, Canada
Samuel Mann (Otago Polytechnic, New Zealand), Oliver Bates (Lancaster University, UK), Glenys Forsyth (Otago Polytechnic, New Zealand), Phil Osbourne (Otago Polytechnic, New Zealand)
http://computingwithinlimits.org/2018/papers/limits18-mann.pdf
Self-determined computing education: an Independent Learning Pathway approach Samuel Mann
Invited Paper Sixth International Conference on Learning and Teaching in Computing and Engineering
Auckland University of Technology, New Zealand, April 20th - April 22nd, 2018
A transformation mindset as the basis for sustainable community developmentSamuel Mann
Presented at the International Association of Community Development and
ACDA New Zealand conference, Auckland, NZ, February 15-17 2017
This paper raises the question of the implications of Community Development in accepting sustainable development as an underlying philosophy. We develop a sustainable transformation mindset that can be used to guide community development initiatives. We then briefly explore the role of work-based professional practice education in a “Capable Value set”. In examining education based on this approach we find that the learning community based and transformative - both for the learner and the community. As an example, we then suggest how it could be applied by using as lens for sustainable iwi development.
The role of activism in ICT for SustainabilitySamuel Mann
The role of activism in computing for ______
Paper is here: http://www.citrenz.ac.nz/conferences/2014/pdf/2014ITx_21_CITRENZ_Mann_37.pdf
Quotes from http://sustainablelens.org/
IT Learning and Career Expectations survey: a first look- challenges for educ...Samuel Mann
This is an overview of a survey of NZ computing intake and an employer survey, both in February 2014.
Detailed statistical analysis is to follow.
Cite as: Mann, S., Costello, K., Smith, N., Lopez, M. & Lopez, D. (2014) IT Learning and Career Expectations survey: a first look - challenges for education. ITx 2014. Keynote. Auckland Oct 8-12
Otago Polytechnic BIT Project Dragons's Den
Explanation and videos: https://project.ict.op.ac.nz/index.php?title=February_start_2014_communications/Dragons%27_Den_Semester_1_2014
In the first fortnight of the Otago Polytechnic Bachelor of Information Technology project we invite local industry leaders "The Dragons". They provide critique of projects as early as possible. This is a chance to get feedback, and hopefully unearth opportunities and risks.
Showcasing sustainability at Otago PolytechnicSamuel Mann
Presentation showcasing what is already great in Education for Sustainability at Otago Polytechnic. For workshop for Staff Professional Development day, 30th June 2011. Presenters Niki Bould, Bridie Lonie, Andy Thompson, Morag MacAuley, Samuel Mann
Understanding ethical surprises and dilemmas in contemporary pedagogical research: What is happening in our learning spaces?
1. Nell Smith and Samuel Mann
Understanding ethical surprises and
dilemmas in contemporary
pedagogical research: What is
happening in our learning spaces?
Ethics in Practice Conference
May 2015
2. Nell Smith and Samuel Mann
Understanding ethical surprises and
dilemmas in contemporary
pedagogical research: What is
happening in our learning spaces?
3. Those of you who have undertaken research into teaching and learning:
Think of a word to describe your
experience of pedagogical ethics.
23. FEATURE REFERENCE
(example)
EXPLANATION ETHICALIMPACT
(example)
Students as co-creators of learning and knowledge Mann and
McKewan
(2013)
Students are becoming accustomed to co-
creating knowledge often in spaces that
are “like a good home”, a place of
learning, sharing, trust, nurturing, peace
and personal growth (Pittella and Rostein,
2015)
Student-student relationship, and
the student voice are prominent
Teachers as facilitators and partners in learning Marvell et al.
2013
Teachers are increasingly taking the role of
facilitator, guide and mentor in the
learning space
The teacher-student power-
imbalance may have altered
Learning spaces with open or ‘fuzzy’ boundaries Increased
use of
technology
(Chang and
Gray, 2013)
Community
partnerships
(Wright and
Ratsdorf,
2014)
Increasingly learning is occurring outside
of the traditional classroom walls,
including through technology use and
community partnerships
Relationships are less contained
and controllable than within the
four walls of a traditional classroom
A growing openness to indigenous worldview and pedagogies Diamond
2013;
Hamilton-
Pearce 2009;
McKay 2014
In New Zealand (and elsewhere)
indigenous pedagogies and perspectives
are increasingly incorporated into the
learning experience
Different cultural relationships can
exist rather than one dominant
culture
An increased focus on producing graduates with certain affective and
transferable attributes
Mann, 2011;
Boyd, B.,
2008
Graduate outcomes (including in the
tertiary sector) are increasingly including
affective attributes such as the ability to
think and act like sustainable practitioners
Focus on raising student ethical
awareness and critical thinking they
can be active, thinking members of
a classroom
Negotiated outcomes (incl work based learning, project based,
individualised special topics)
Boud et al
1999
assessment,
With empowering rather than prescriptive
curriculum documents learning is
increasingly tailored at a fine scale, and
often both contexts, content and the
mechanics of the learning process are the
result of a negotiation.
Unpredictability of context and
complexity of relationships.
The pedagogic researcher as a part of the learning community Frielick,
Smith,
Whitehead
and Wyse
(2015)
Pedagogic research is increasingly co-
created “in” the learning space, and
teaching and research can be combined.
The research is not an ‘outsider’
looking in.
25. Process 1. add missing actors
2. add relationships
3. add ethical challenges
posed by those
relationships.
4. add processes to
manage those
challenges. (note: not
formal ethics).
5. how could we
formalise this thinking?
27. Process 1. add missing actors
2. add relationships
between actors
3. add ethical challenges
posed by those
relationships
4. add processes to
manage those
challenges (note: not
necessarily formal
ethics).
co-creation/openness of the space through the use of new technologies
(including learning analytics and social media) and community
partnerships/inclusivity of indigenous perspectives/cultural
awareness/changing contexts - graduate outcomes (sustainability
etc.)/assessment/...
28.
29. Future focus
– What is actually happening in contemporary learning spaces and in
pedagogical research?
– Can a pattern language be developed, or rules of engagement?
– Is this model a useful tool for exploring the ethical systems at play in
these spaces?
– What are the implications for pedagogical research(ers) and formal
ethical review bodies?