The workshop aimed to teach new procedures and skills, but anticipated obstacles in implementing them and support needed for effective application, with follow up activities suggested to reinforce learning.
Author: Vassiliki Zalavra
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693319
Disclaimer: This document reflects only the author's view and the Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
1. The document provides guidance on how to plan and conduct effective and engaging meetings in 3 sentences or less. It discusses preparing an agenda, assigning roles, setting ground rules, and managing disruptive participants like dominators, complainers, slackers, mutes, and ramblers.
2. Meeting preparation tips include defining goals, selecting participants, choosing a format, distributing materials in advance, and ending with clear actions. During meetings, time should be managed, disturbances minimized and progress tracked.
3. Disruptive participants are managed through techniques like thanking dominators, asking complainers for solutions, setting expectations for slackers, encouraging mutes, and refocusing ramb
Successful organizations are constantly monitoring, evaluating, and improving based off of their successes and failures. Learn how to design your own monitoring and evaluation program with this deck from WAN, and learn more on our free Strategic Advocacy Course, available at: http://worldanimal.net/our-programs/strategic-advocacy-course-new/about
This document provides guidance on briefing and debriefing for instructors. It outlines what should be included in a briefing such as the objective, operating area, timings, safety information, and level of the session. The briefing should use clear, concise language and visual aids to ensure students understand. A debrief should happen as soon as possible after a session and provide positive and constructive feedback to help students improve, while emphasizing what went well and getting feedback from students.
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
Author: Vassiliki Zalavra
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693319
Disclaimer: This document reflects only the author's view and the Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.
1. The document summarizes the concept and process of debriefing as part of interactive training technologies. Debriefing allows participants to reflect on their experiences in a simulation and share ideas to improve learning.
2. Debriefing has several stages where participants discuss how they felt, what happened, whether they agree with outcomes, and how lessons apply to real life. Debriefing aims to clarify misunderstandings and reduce stress while improving observation skills.
3. Effective debriefing requires teachers to lead open discussion, stimulate critical thinking, and help participants connect lessons to real-world contexts. Video can also support reflection and analysis of a simulation experience.
1. The document provides guidance on how to plan and conduct effective and engaging meetings in 3 sentences or less. It discusses preparing an agenda, assigning roles, setting ground rules, and managing disruptive participants like dominators, complainers, slackers, mutes, and ramblers.
2. Meeting preparation tips include defining goals, selecting participants, choosing a format, distributing materials in advance, and ending with clear actions. During meetings, time should be managed, disturbances minimized and progress tracked.
3. Disruptive participants are managed through techniques like thanking dominators, asking complainers for solutions, setting expectations for slackers, encouraging mutes, and refocusing ramb
Successful organizations are constantly monitoring, evaluating, and improving based off of their successes and failures. Learn how to design your own monitoring and evaluation program with this deck from WAN, and learn more on our free Strategic Advocacy Course, available at: http://worldanimal.net/our-programs/strategic-advocacy-course-new/about
This document provides guidance on briefing and debriefing for instructors. It outlines what should be included in a briefing such as the objective, operating area, timings, safety information, and level of the session. The briefing should use clear, concise language and visual aids to ensure students understand. A debrief should happen as soon as possible after a session and provide positive and constructive feedback to help students improve, while emphasizing what went well and getting feedback from students.
The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
This document provides an overview of health care agencies, including their purposes, types, organization, nursing teams, nursing care patterns, methods of payment, and standards. The main purposes of health care agencies are health promotion, disease prevention, detection and treatment of disease, and rehabilitation. Agencies are organized with a governing body, administrator, department heads, and interdisciplinary teams. Nursing teams are led by directors of nursing and include registered nurses, licensed practical/vocational nurses, and nursing assistants. Agencies must meet standards for licensure, certification, accreditation, and regulatory surveys.
Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should have three components: 1) Teach - what will be taught, such as to do, decide, or create; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes objectives should be specific to the skills and knowledge being taught to the specific students.
Rubrics are tools that outline the criteria and levels of performance for evaluating and scoring students' work. A rubric contains the essential criteria for a task and levels of performance, such as poor, good, and excellent. Developing rubrics helps make expectations clear to students, allows for more consistent grading, and provides feedback to help students improve.
An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
The document recommends that learners spend at least 50% of their time, and ideally 90%, engaged in "do" activities like student-content, student-student, and student-instructor interactions. It notes that developing games and simulations can be difficult, time-consuming, and expensive, and suggests using existing games or a design team for assistance. Finally, it prompts the reader to brainstorm practice, discovery, and game/simulation activity examples for their online course aligned with objectives.
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should be written in three parts: 1) Teach - what will be taught, such as to do, create, or decide; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes that the objective should be rewritten for the specific course and students. Objectives should clearly articulate what students will learn to do, create, or decide.
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
This document outlines questions for a workshop participant about their expectations, experience, questions, and potential obstacles related to applying the skills learned. The participant is asked to describe how they will use the skills gained, their relevant education and experience, any questions about workshop objectives or topics, and obstacles to applying the concepts.
This document provides an overview of health care agencies, including their purposes, types, organization, nursing teams, nursing care patterns, methods of payment, and standards. The main purposes of health care agencies are health promotion, disease prevention, detection and treatment of disease, and rehabilitation. Agencies are organized with a governing body, administrator, department heads, and interdisciplinary teams. Nursing teams are led by directors of nursing and include registered nurses, licensed practical/vocational nurses, and nursing assistants. Agencies must meet standards for licensure, certification, accreditation, and regulatory surveys.
Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should have three components: 1) Teach - what will be taught, such as to do, decide, or create; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes objectives should be specific to the skills and knowledge being taught to the specific students.
Rubrics are tools that outline the criteria and levels of performance for evaluating and scoring students' work. A rubric contains the essential criteria for a task and levels of performance, such as poor, good, and excellent. Developing rubrics helps make expectations clear to students, allows for more consistent grading, and provides feedback to help students improve.
An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
The document recommends that learners spend at least 50% of their time, and ideally 90%, engaged in "do" activities like student-content, student-student, and student-instructor interactions. It notes that developing games and simulations can be difficult, time-consuming, and expensive, and suggests using existing games or a design team for assistance. Finally, it prompts the reader to brainstorm practice, discovery, and game/simulation activity examples for their online course aligned with objectives.
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should be written in three parts: 1) Teach - what will be taught, such as to do, create, or decide; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes that the objective should be rewritten for the specific course and students. Objectives should clearly articulate what students will learn to do, create, or decide.
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
The document discusses the seven components of an online course topic: title, topic, objective, introduction, overview, activity, and assessments. It also includes a sample course schedule laying out the weekly assignments, discussions, projects, tests and their due dates and point values over a 16 week period. The schedule aims to help learners stay on track and avoid getting lost within the online course.
This document outlines questions for a workshop participant about their expectations, experience, questions, and potential obstacles related to applying the skills learned. The participant is asked to describe how they will use the skills gained, their relevant education and experience, any questions about workshop objectives or topics, and obstacles to applying the concepts.