What's the experience? ePortfolios as learning. Lynn McAllister
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This paper introduces a doctoral study that aims to provide insight into how students experience ePortfolios as learning in higher education. The paper gives a brief history of the implementation and embedding of ePortfolios in Australian higher education before introducing the research problem, discussing the conceptual framework within which the research will take place and finishing with a detailed explication of the research design. The nature of qualitative interviewing will be briefly explored and the challenge of communicating qualitative research outcomes for quantitative agendas propounded. The session will focus on practical aspects of ePortfolios for learning and suggest research outcomes that may positively impact this practice.
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PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
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· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
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· You
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Running head: SHORTENED TITLE
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Prof. Immanuel Kant
January 1, 2014
SHORTENED TITLE 2
Title
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Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
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Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
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Think about your readings together, put into context
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Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
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11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
1/17/2018
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COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
Examine crucial references for the original current work of the.pdf
Examine crucial references for the original current work of the.pdfNeed Help With Your Assignments Or Essays?|| Hire Us Today||Email US: Homework1078@gmail.com
This document provides instructions for an assignment to describe, evaluate, and discuss the application of a nursing grand or mid-range theory. Students are asked to select a theory relevant to their practice and write an 8-10 page paper addressing several elements of the theory, including the theorist's background and development of the theory, key concepts and relationships between concepts, assumptions and evaluation of the theory, and potential applications of the theory to nursing practice or other domains. The paper should be written in APA style and address each element of the theory for full credit.Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.The journey of implementing the right digital platform for a student-centred,...
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."More Related Content
Similar to What's the experience? ePortfolios as learning. Lynn McAllister
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
Inventing arguments 6 7
This document provides guidance on writing arguments about definitions and causes. For definitions, it suggests focusing on whether a specific situation fits a definition, arguing for a particular definition of a misunderstood term, or identifying an implicit definitional argument. For causes, it recommends analyzing events or trends to lay intellectual groundwork before asserting single or multiple causes, or challenging common views. The document offers questions to consider and provides tips on developing theses, finding support, arranging arguments, and revising.
Critical thinking pres nebraska 2009
This document provides strategies and information for teaching critical thinking skills in the classroom. It discusses defining critical thinking and identifying the key concepts in one's course. It also addresses how students' mental structures focus more on memorization than critical thinking. The document outlines Perry's theory of intellectual development and definitions of learning. It then defines and provides examples of critical thinking skills like interpretation, analysis, evaluation, inference, explanation, and self-regulation. It emphasizes the importance of knowledge, critical thinking dispositions, and designing teaching experiences focused on questioning, problem-solving and thinking. Overall, the document aims to help educators design their courses to enhance students' critical thinking abilities.
Running head SHORTENED TITLE The Title of the Paper F.docx
Running head: SHORTENED TITLE
The Title of the Paper
First name Last name
PHI 208 Ethics and Moral Reasoning
Prof. Immanuel Kant
January 1, 2014
SHORTENED TITLE 2
Title
Your first sentence should establish the question that orients the essay, taking
account of any ways in which you may need to modify or refine it. The rest of this
paragraph provides an introduction to the topic. Your introduction should focus on setting
out the topic and scope of the discussion in a way that clearly establishes what exactly
you will be talking about and why it is significant, and provides any necessary context
such as the background, current state of affairs, definitions of key terms, and so on. You
want to try to do this in a way that stays as neutral as possible, avoids controversial
assumptions, rhetorical questions, and the like. In other words, you should try to
construct an introduction to the topic that could be an introduction to a paper defending
any position on the question at issue. Your introduction should include a brief remark
about the kind of theory you will be using to approach this question. The last sentence of
the introduction should briefly summarize the conclusion or position on this issue that
you think is best supported by this theory, and succinctly state what the objection will be.
Theory Explanation
You should explain the core principles or features of either utilitarianism or
deontology and the general account of moral behavior it provides. “You must quote from
at least one Required Resource that defends or represents that theory, drawn from the list
included with the assignment instructions” (Author, YEAR, p. ###). Make sure that you
first understand the theory that you are using, and that you have read the Instructor
Guidance and any additional resources from the Required and Recommended Resources
as needed. If you do not adequately understand and explain the theory, you will not be
able to apply it adequately to the topic. You will need to explain the core principles in
SHORTENED TITLE 3
such a way that the theory’s application to the question raised in the Week One
Assignment will be as straightforward and clear as possible.
Theory Application
Explain how the core principles or features of this theory apply to the problem or
question under consideration and identify the specific moral conclusion that results. Your
application should clearly show how the conclusion follows from the main tenets of the
theory as explained in the previous paragraph(s). An application involves showing how
general ideas about how to live and act ethically, when combined with the specific
circumstances under consideration, lead to conclusions about how one should act in those
circumstances. A very simple, non-moral example of such reasoning might start with the
general idea that “if I’m hungry, I ought to eat,” apply that to the specific circumstances
in which “I’.
The knowledge of your Learning Patterns provides you with an .docx
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
Modern ManagementGoal-Setting and Company Strategy Please res.docx
Modern Management
"Goal-Setting and Company Strategy" Please respond to the following:
· Imagine that you are a manager in an organization, and your employees are not achieving stated goals. Suggest key strategies that you would use in order to determine and then communicate the goals for your department to your employees.
· From the e-Activity, determine the significant factors that made the implementation of the company’s strategy so effective. Provide support for your rationale.
e-Activity
Using the Internet, research a company that you believe has done an excellent job in creating, communicating, and executing its stated strategy. Be prepared to discuss.
Law, Ethics & Corp. Governance
"Diversity in the Workplace and Work-Life Balance" Please respond to the following:
· Determine which class protected by Title VII of the Civil Rights Act of 1964 had the greatest impact on the workforce of the 20th century. Next, determine which class might have the greatest impact on the workforce of the 21st century. Support your positions.
· From the e-Activity, select the single most significant European work / life balance practice that U.S. companies could most easily implement. Provide a specific scenario or example to support your response.
e-Activity
Research the Internet for articles on issues of work / life balance in other countries (particularly European countries). Be prepared to discuss.
Overview/Description:
The purpose of this assignment is to describe, evaluate and discuss application of a nursing grand or mid-range theory. This assignment also provides the learner an opportunity to connect theory and research to nursing phenomena. Learners will develop an 8-10 page paper (excluding the title page and references) using APA style to address the elements listed below.
Theory/Author Name and Background
1. Select a Grand or Mid-Range Theory that is appropriate to your practice setting.
2. Describe the theorist's background in detail and discuss how their experiences have impacted the theory development.
3. Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.
4. Identify the phenomenonof concernor problems addressed by the theory.
Theory Description
1. Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.
2. Describe the major concepts of the theory. How are they defined? (theoretically and/or operationally) Is the author consistentin the use of the concepts and other terms in the theory?
3. Interpret how the concepts are defined. Implicitly or explicitly?
4. Examine the relationships (propositions) among the major concepts.
Evaluation
1. Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?
2. Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in th ...
Nr 501 theoretical basis for advanced nursing practice
In Week 7, you posted your Kaltura presentation to the Week 8 discussion area. This week, you will view and comment on peer presentations. For full credit, view and comment on at least TWO peer presentations by Saturday at 11:59 PM MT. Your post should be substantive and professional and include at least one scholarly resource.
Reflective paper guidelines
This document provides guidance on structuring an essay for reflecting on an experience. It recommends examining the question, identifying the experience, and noting details like what happened, who was involved, and how you felt. The writer should identify issues, relate them to literature, and discuss how their insights connect theory and practice. The essay should have an introduction summarizing the experience. The body section compares the experience to prior knowledge, analyzes it, and discusses implications. A conclusion restates the main points and suggests an appropriate course of action.
The Six Facets Of Understanding
The document outlines six facets of understanding: 1) Explanation - providing knowledgeable accounts and inferences about why and how with evidence; 2) Interpretation - providing meaning and narratives to illustrate human experience; 3) Application - using knowledge effectively in new situations; 4) Perspective - considering critical and insightful points of view; 5) Empathy - getting inside another person's feelings and worldviews; 6) Self-knowledge - understanding one's own ignorance, blind spots, and preferred learning methods to develop further understanding. Developing these six facets is important for students to demonstrate a sophisticated level of understanding.
The six facets of understanding
The document outlines six facets of understanding: 1) Explanation - providing knowledgeable accounts and inferences about why and how with evidence; 2) Interpretation - providing meaning and narratives to illustrate human experience; 3) Application - using knowledge effectively in new situations; 4) Perspective - considering critical and insightful points of view; 5) Empathy - getting inside another person's feelings and worldviews; 6) Self-knowledge - understanding one's own ignorance, blind spots, and preferred learning methods to develop further understanding.
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical Thinking
Critical thinkingWord ‘critical’ has positive and negative meaningsThe word ‘critical’ in academia describes your attitude when reading an article/chapterBeing critical means weighing up the arguments for and against a particular point.
*
Not just the bad parts
How to think criticallyBe persistent – consider an issue carefully more than onceLook at the evidence for a viewpoint – evaluate it – what are they trying to ‘sell’ me?What are the implications of a view point – is it realistic and rational?Knowing facts and what is right is not what academics is aboutIt is important to identify strengths, satisfactory points and weaknesses when being critical – then you must know why this is soYou should be critical when reading, writing and listening
*
Need to fully understand an argument before you can be critical – be confident
Evaluate=what is the value/effectiveness of something, inc. own opinion and supporting each point with evidence
Question the credibility
You are just assessing ideas not learning the answers
Only want informed opinions
Analytical thinkingBeing analytical mean to look deeper into what is being saidDo not take what you read as ‘given’Evaluate what is being argued – do you agree with it?To be analytical is to question what you read
*
Not just reading what is said but ‘thinking’ about it
How to think analyticallyThink about the view point in relation to the bigger picture – stand backCompare the same issue from the point of other authors – do their views differ?Should be able to see why authors have arrived at different conclusionsYou should be able to argue why you think one set of view points is preferable to anotherYou should be analytical when reading, writing and listening
*
Think about your readings together, put into context
You should be asking why a conclusion has been made – need full understanding for this
Barriers to critical and analytical thinkingBeing critical does not just mean criticiseOur reasoning skills are not objective – we are biased ourselvesReluctance to criticise expertsWanting to know what is right and wrongNot reading deeply enough around a subject – surface knowledge
*
Not always black and white there are lots of grey areas in academics
Being analytical and critical is hard work, you have to read carefully and widely
Critical and analytical readingPrepare for critical reading – skim read the introduction and conclusionFind the conclusions first to help clarify the rest of the readingWhat is the underlying argument/ view point?Question hidden agendas or assumptionsTheory can help fill in the gaps – what is theory?
- set of ideas to explain why something happens and predict outcomes in the futureArguments are often based on theory but an argument is not always a theory
Critical and analytical readingWhere is the evidence for a view point?Check references – are they presented accurately and are they credible? - evaluate that evidence –.
Abs 497 week 5 discussion question macro social systems
This document outlines discussion questions and assignments for a course on macro social systems theories and applied behavioral science. It includes prompts to discuss functionalism, conflict theory, and interactionism perspectives on crime and delinquency. Other assignments involve describing the field of applied behavioral science, professional values and ethics, empowerment theory, theories on how groups function, evidence-based practice, and power in organizations. Students are to write on these topics, citing scholarly references and responding to classmates. The document also provides instructions for outlining a final paper on a topic related to applied behavioral science.
Professional Organization Links American.docx
1. The document discusses joining a professional nursing organization to advance one's career in nursing informatics.
2. It provides objectives and requirements for a practicum project involving analysis of a problem observed during a nursing informatics practicum using at least three peer-reviewed sources.
3. The assignment requires describing an issue, analyzing it using nursing informatics concepts and theories, evaluating how consistently it was addressed, and proposing an alternative evidence-based approach.
Professional Organization Links American.docx
1. The document discusses joining a professional nursing organization and describes objectives for a practicum project in nursing informatics.
2. Students are asked to analyze a problem observed during their practicum, discuss it using concepts from nursing informatics, and formulate a new evidence-based approach.
3. Several professional organizations in nursing informatics are listed that could provide resources and advance careers.
INQUIRIES INVESTIGATIONS & IMMERSIONS.pptx
This document provides an overview of the research process. It defines research as a systematic, empirical, and scientific investigation aimed at achieving knowledge and solving problems. Key aspects of research include being systematic, empirical, scientific, and logical. The purposes of research are to discover new knowledge and solve situational problems. Research follows an input-process-output system framework. It also aims to develop critical, objective, analytical thinkers. The document outlines steps in the research process such as identifying a topic, reviewing related literature, developing hypotheses, defining the problem, and defining key terms. It emphasizes the importance of a literature review to provide context and a basis for hypotheses.
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docx
This document provides an overview and instructions for Module 1 of a course on managing individual behavior. Students are asked to complete a case assignment analyzing a personal experience of feeling extremely motivated using Kolb's model of experiential learning. The assignment involves writing a 4-6 page paper with sections on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Students are provided grading criteria and expectations for completing the assignment, which is due at the end of the module. Additionally, students are asked to complete a self-assessment personality test and develop a personal management profile and action plan for a student learning project.
Reflective Essay
This document provides guidance on how to write a reflective essay. It explains that a reflective essay describes an experience or event and reflects on that experience. It emphasizes setting the scene with facts and then evaluating the experience. The document outlines the typical structure of an introduction, body paragraphs using a reflective model of "What, So What, Now What" and a conclusion. It provides detailed questions to consider for each section to help analyze the experience on a deeper level and identify learning.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr.
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
1/17/2018
1
COMM3313:
COMMUNICATION AND PUBLIC HEALTH
Introduction: Putting Theory into Practice in Public Health
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Interpersonal comm.
Sociology
psychology
Social Cognition
Social work
Topics of interests:
Provider‐patient comm.
Patient‐caregiver interactions
Social support
Social stigma
Information/uncertainty
management
Fields:
Organizational Comm.
Communication & Technology
Business
Management
Topics of interests:
HMOs
risk communication
Interdisciplinary health teams
Inter/intraorganizational
communication in health
settings
Technology implementation
Interpersonal Contexts Organizational Contexts
THE HISTORY OF HEALTH COMMUNICATION
AS A FIELD OF STUDY
Fields:
Persuasive communication
Interpersonal communication
Media studies
Public health
Social work
Topics of interests:
Behavioral Change
One‐time health behavior
Long‐term lifestyle change/ maintenance
Social Inequality
Policy, advocacy, & organizational changes
Interests in multi‐level interventions: individual, interpersonal, community, institutional,
policy levels
Public Health: Health Education and Health Campaigns
THE INCREASING INTERESTS IN PUBLIC HEALTH
Chronic illness as a long‐term life issues
Advancement in medicine
Identification of illnesses
Preventive care as standards of care
Vaccination
Genetic testing
Exercise
Awareness in cultural & environmental factors/concerns
Social stigma
Ethnic/racial/global health disparity
HEALTH EDUCATION
Scope:
Individual’s behavior → System‐level concerns
Definitions:
Bringing about behavioral changes in individuals, groups, and
larger populations from behaviors that are presumed to be
detrimental to health, to behaviors that are conductive to
present and future health (Simonds, 1976)
Any combination of learning experiences designed to
facilitate voluntary adaptations of behavior conductive to
health (Green, 1990)
Emphasis:
Voluntary, informed behavior changes
WHAT IS HEALTH BEHAVIOR?
Preventive health behavior
Any activity undertaken by an individual who believes
himself/herself to be healthy, for the purpose of preventing
or detecting illness in an asymptomatic state
Illness behavior
Any activity undertaken by an individual who perceives
himself/herself to be ill, to define the state of health, and to
discover a suitable remedy
Sick‐role behavior
Any activity undertaken by an individual who considers
himself/herself to be ill, for the purpose of getting well.
1/17/2018
2
PARSON’S SICK ROLE
The sick person
is exempted from normal social role responsibilities
cannot get well by an act of decision or will
is obligated to get well
is obligated to seek technically competent help
HEALTH EDUCATION
Health behavior is the central concern of health
education
Settings for HE:
evolved from thr ...
Examine crucial references for the original current work of the.pdf
Examine crucial references for the original current work of the.pdfNeed Help With Your Assignments Or Essays?|| Hire Us Today||Email US: Homework1078@gmail.com
This document provides instructions for an assignment to describe, evaluate, and discuss the application of a nursing grand or mid-range theory. Students are asked to select a theory relevant to their practice and write an 8-10 page paper addressing several elements of the theory, including the theorist's background and development of the theory, key concepts and relationships between concepts, assumptions and evaluation of the theory, and potential applications of the theory to nursing practice or other domains. The paper should be written in APA style and address each element of the theory for full credit.Similar to What's the experience? ePortfolios as learning. Lynn McAllister (20)
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docx
Running head SHORTENED TITLE The Title of the Paper F.docx
Running head SHORTENED TITLE The Title of the Paper F.docx
The knowledge of your Learning Patterns provides you with an .docx
The knowledge of your Learning Patterns provides you with an .docx
Modern ManagementGoal-Setting and Company Strategy Please res.docx
Modern ManagementGoal-Setting and Company Strategy Please res.docx
Nr 501 theoretical basis for advanced nursing practice
Nr 501 theoretical basis for advanced nursing practice
Critical and Analytical ThinkingCritical thinkin.docx
Critical and Analytical ThinkingCritical thinkin.docx
Abs 497 week 5 discussion question macro social systems
Abs 497 week 5 discussion question macro social systems
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docx
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docx
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
11720181COMM3313 COMMUNICATION AND PUBLIC HEALTH.docx
Examine crucial references for the original current work of the.pdf
Examine crucial references for the original current work of the.pdf
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To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."Use of GitHub for Eportfolios Elnaz Tadayon
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This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The document summarizes a presentation about Version 2 of the Digital Ethics Principles in ePortfolios developed by the AAEEBL Digital Ethics ePortfolio Task Force. It outlines the need to update the original principles to address evaluation, diversity/inclusion, and visibility of labor. The task force members are listed, and the new principles on evaluation, diversity/inclusion, and visibility of labor are described in 1-2 sentences each. The full principles document is available online for further review.An exploration of third year BA Culinary and Gastronomic Science student expe...
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
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Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
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Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.2021 Eportfolio Shark Tank
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The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
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Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
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Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
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"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
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This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...
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This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.More from ePortfolios Australia (20)
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A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...
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New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...
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