Week 1 paired tutorial
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This document provides instructions and questions for a 15-minute paired tutorial on the topic of technology and the individual. The tutorial focuses on discussing the advantages and disadvantages of teamwork versus individual work, the concept of the "ripple effect" and how it applies to the development of the internet, how technology has changed how individuals, organizations, and companies communicate, work, socialize, and conduct business, and how technologists use customer feedback like surveys, comments, beta testing, and focus groups to develop new products.
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Paired tutorial 1 week 1 technology + the individual
This document provides instructions for a 15 minute tutorial focusing on technology and the individual. The tutorial involves discussing in pairs the advantages and disadvantages of teamwork versus individual work, applying the concept of the "ripple effect" to the development of the internet, and examining the pros and cons of different methods for collecting customer feedback to develop new technology. Finally, participants are asked to explain how technology has changed how individuals, organizations, and companies communicate, work, socialize, and conduct business.
Week 3 lesson1
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Week 4 lesson 1
Great leaders guide organizations to success by inspiring and motivating employees. They provide moral standards for employees to follow, bringing about change, driving innovation, and communicating a compelling vision for the future. According to HR managers, the most important leadership qualities are the ability to motivate, emotional intelligence, and natural leadership/charisma. The seminar tasks students to define leadership in groups, identify the most important leadership elements and support them with evidence from case studies on Tesco and Enterprise. Groups will summarize the key information for the class.
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This document provides announcements and information for a class. It includes:
1) Upcoming assignments that are due, including returning tests, completing reflection questions on vocabulary practice, and submitting a PSU classroom observation report.
2) Details on the PSU observation assignment, which involves commenting on another student's classroom observation video and answering questions about similarities and differences. Extra credit is offered for additional comments.
3) A reminder to check answers on a listening assessment and get help from the teacher or classmates if still confused.
4) The distribution of progress reports and an update to the syllabus available on the class blog.
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This document provides guidance on writing an effective problem/solution proposal essay. It discusses including reasons to challenge the audience and justify the proposed action. Proposals can address broad social/political policies or narrow local practices. The essay should clearly define the problem and proposed solution with justification. It should establish the need for change by arguing the current method is not working or a better way exists. The proposal must be feasible, address the problem, and consider consequences without causing bigger issues. The conclusion should call readers to positive action.
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Section A of the exam paper focuses on media concepts, issues and debates, and wider contexts. For the first question on media concepts, students can answer using just the two unseen exam products provided. For the second question on media issues and debates, students may refer to other media products beyond the exam products. For the third question on wider contexts, students should refer to and include other media products beyond just the exam texts to fully support their answer. Both the second and third questions allow students to incorporate examples from their case studies and class work.
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H.M. has unusual memory loss due to surgery to treat his epilepsy. While he can form new procedural memories, he cannot form new declarative memories. Losing one's memory from a night's sleep to ten years later would be profoundly disorienting and difficult for both the individual and their friends and family who retained their memories. This case demonstrates the importance of memory for forming new experiences and maintaining a sense of identity and relationships over time.
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This document provides instructions for a 15 minute tutorial focusing on technology and the individual. The tutorial involves discussing in pairs the advantages and disadvantages of teamwork versus individual work, applying the concept of the "ripple effect" to the development of the internet, and examining the pros and cons of different methods for collecting customer feedback to develop new technology. Finally, participants are asked to explain how technology has changed how individuals, organizations, and companies communicate, work, socialize, and conduct business.
Week 3 lesson1
This document provides guidance and materials for a seminar on how social media impacts behavior and consumer choices. It discusses the importance of using assigned readings to inform ideas and asking questions to check understanding or request examples and reasons. Students are instructed to find examples from their research on the topic to contribute to the upcoming seminar discussion. The reading materials evaluate three models of media effects: the media-effects model where audiences are passive; the active-audience model where media can change beliefs; and the media-themes model that takes a middle approach.
Week 4 lesson 1
Great leaders guide organizations to success by inspiring and motivating employees. They provide moral standards for employees to follow, bringing about change, driving innovation, and communicating a compelling vision for the future. According to HR managers, the most important leadership qualities are the ability to motivate, emotional intelligence, and natural leadership/charisma. The seminar tasks students to define leadership in groups, identify the most important leadership elements and support them with evidence from case studies on Tesco and Enterprise. Groups will summarize the key information for the class.
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This document provides announcements and information for a class. It includes:
1) Upcoming assignments that are due, including returning tests, completing reflection questions on vocabulary practice, and submitting a PSU classroom observation report.
2) Details on the PSU observation assignment, which involves commenting on another student's classroom observation video and answering questions about similarities and differences. Extra credit is offered for additional comments.
3) A reminder to check answers on a listening assessment and get help from the teacher or classmates if still confused.
4) The distribution of progress reports and an update to the syllabus available on the class blog.
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This document provides guidance on writing an effective problem/solution proposal essay. It discusses including reasons to challenge the audience and justify the proposed action. Proposals can address broad social/political policies or narrow local practices. The essay should clearly define the problem and proposed solution with justification. It should establish the need for change by arguing the current method is not working or a better way exists. The proposal must be feasible, address the problem, and consider consequences without causing bigger issues. The conclusion should call readers to positive action.
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Section A of the exam paper focuses on media concepts, issues and debates, and wider contexts. For the first question on media concepts, students can answer using just the two unseen exam products provided. For the second question on media issues and debates, students may refer to other media products beyond the exam products. For the third question on wider contexts, students should refer to and include other media products beyond just the exam texts to fully support their answer. Both the second and third questions allow students to incorporate examples from their case studies and class work.
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The document discusses various ways that social media and Twitter can be used for training purposes. It provides examples of opening discussion questions, assigning pre-work readings and activities, continuing conversations to encourage ongoing learning, offering opposing viewpoints for debate, prompting reflection on course content, conducting question-and-answer rounds, brainstorming polls and activities, and conducting formative evaluations through Twitter.
Directions for discussion for h.m. and his doctor listen to t
H.M. has unusual memory loss due to surgery to treat his epilepsy. While he can form new procedural memories, he cannot form new declarative memories. Losing one's memory from a night's sleep to ten years later would be profoundly disorienting and difficult for both the individual and their friends and family who retained their memories. This case demonstrates the importance of memory for forming new experiences and maintaining a sense of identity and relationships over time.
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This document provides instructions for a 15 minute tutorial with a partner on the topic of technology and the individual. It includes questions to prepare for on team work versus individual work, the ripple effect of technology, how technology has changed communication and work, and methods used to develop new technology like surveys, beta testing, and focus groups.
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This document outlines an effective approach to developing a strong professional development plan for technology integration in schools. It recommends assessing teacher needs, using a variety of "bite, snack, and meal" style training strategies tailored to different experience levels, and creating a long-term plan with accountability and rewards to support ongoing skills development over 3-5 years. Key elements include vision, impact on student learning, appropriate training, maximizing resources, collaboration, and reasonable expectations.
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The document provides an overview of an online training program called "In Business Training Programme" that aims to help small businesses develop skills through peer learning networks. It outlines the structure and expectations for participants, which involves completing activities in breakout groups and discussing questions together over Zoom to learn from each other. The training is facilitated and takes around 3 hours to complete. Participants are instructed on how to engage respectfully with each other and work as a group to get the most out of the experience.
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- Mentors should be patient, set clear expectations, and be inclusive. They should make themselves available to mentees and see the relationship as an opportunity.
- When mentoring, the mentor should confirm they understand the mentee's question before providing guidance. They should avoid simply giving answers and instead guide mentees to find the answers themselves.
- Mentors should help mentees debug issues by having them share their screen and providing verbal instructions, or using a paper to explain further.
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2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
Learning 2.0-Web2.0 Applications for Learning solutions
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Chapter PackChapter 5Chapter 5 Who Are Today’s Students
Chapter Pack
Chapter 5
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1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
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Chapter 7
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1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
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