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Author: L. Dee Fink
Publisher: John Wiley & Sons
ISBN: 0787971219
Category : Education
Languages : en
Pages : 317
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Book Description
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Author: L. Dee Fink
Publisher: John Wiley & Sons
ISBN: 0787971219
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Author: Ulrika Harlin
Publisher: Linköping University Electronic Press
ISBN: 9180756387
Category : Electronic books
Languages : en
Pages : 128
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Book Description
The accelerating pace of change in our society requires organisations to efficiently manage day-to-day operations while simultaneously innovating and developing new concepts for the future, all within an environment of rapidly evolving circumstances. Specifically, organisations must quickly be able to handle the work practices that are critical to organisational development, and this thesis focuses on the handling of these practices. Critical work practices (CWPs) are here defined as operational management practices that are quickly initiated or adjusted – either scaled up or down – in response to new developmental needs or emerging acute situations. Commonly, there are limitations to CWPs ingrained in previous structures, methods, or knowledge. The thesis aims to explore the handling of CWPs in rapidly changing contexts and how this handling is enabled or constrained by the influencing organisational factors of 'active ownership', 'stakeholder collaboration', and 'developmental learning'. The empirical foundation of the thesis builds on an interactive research approach. It utilises data from case studies in two rapid change contexts: an industrial startup in the green transformation and organisations’ response during the initial stages of the COVID-19 pandemic. Results from the studies show that organisations demonstrated agility by mobilising resources and fostering collaboration in novel ways, guided by overarching objectives that transcended local concerns. Identified CWPs were characterised by their innovative nature and various degrees of newness and time constraints, which necessitated new approaches and provided opportunities for adaptive and developmental learning. Three conclusions can be drawn from the analysis in the thesis: first, disruptive changes trigger entrepreneurship and innovations through enhanced space of action and seamless cross-collaborations. Second, the interaction between intermediaries, managers, and employees fosters a holistic understanding and proactivity. Third, rapid change contexts stress-test organisations, where strengths, constraints, and new opportunities become visualised. Theoretically, the thesis contributes with a conceptual model highlighting essential factors of organisational conditions and their interconnections. An additional contribution is made in introducing the concept of CWPs and identifying prerequisites for handling different forms of such practices in rapid change contexts. The practical implications of this research include that different types of CWPs are a source that can be utilised for continuous improvements, supporting organisations’ ability to handle increasing uncertainties. Moreover, the conceptual model provides analytical support of work practices that intend to contribute to transitions related to development areas such as a circular economy, electrification, digitalisation, and resilience.
Author: Kathryn L. Lubniewski
Publisher: IAP
ISBN: 1641135867
Category : Education
Languages : en
Pages : 320
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Book Description
The classroom teacher in the 21st century is no longer a solo practitioner. What can school leaders use to facilitate on-going, job-embedded, intentionally focused professional development that is unique to the collective needs of teacher pairs and teams as they work together? What can teacher preparation supervisors provide to support teacher candidates and cooperating teachers as they plan, teach, and assess student learning in a co-teaching context? Supervision Modules to Support Educators in Collaborative Teaching is a research-based supervisory handbook designed to promote on-going teacher reflection and development in collaborative teaching contexts. It is a tool for school leaders and teacher preparation supervisors to use for in-service and pre-service teacher development at all grade levels PK-12. The handbook’s many resources provide practical guidance for meaningful teacher development that is field-based, relevant to daily teacher work, and artfully presented to build collaboration among teachers as they reflect and learn together. Unique to this approach is that school leaders and supervisors learn alongside teachers and teacher candidates as relevant topics are explored. The handbook contains a collection of eighteen interactive, activity-based modules that focus on topical content knowledge and productive teaching practices. Embedded in the modules are pair and team activities that address problem-solving, dimensions of collaborative teaching, communication and collaboration skill development, understanding of diversity, cultural responsiveness, and shared understanding of evidence-based practices. This resource is easy to use. Once school leaders and supervisors select a module topic to address the needs of a particular pair or team, they are supported with foundational knowledge of the most current research on the topic, discussion questions about the topic, suggestions of productive practices, questions to deepen personal and group understanding, reflective professional growth activities, critical analysis of teaching scenarios, and monitoring, follow-up, and goal setting strategies. Modules can be used in any order and include reproducible materials for pairs and teams to use as they collaborate and grow professionally.
Author:
Publisher:
ISBN:
Category : Subject headings
Languages : en
Pages : 488
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Book Description
Author: Clare Delany
Publisher: Elsevier Health Sciences
ISBN: 0729586626
Category : Medical
Languages : en
Pages : 416
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Book Description
Featuring the perspectives of more than 40 leading international researchers, theorists and practitioners in clinical education, Learning and Teaching in Clinical Contexts: A Practical Guide provides a bridge between the theoretical aspects of clinical education and the delivery of practical teaching strategies. Written by Clare Delany and Elizabeth Molloy, each chapter weaves together education theory, education strategies and illustrative learning and teaching case scenarios drawn from multidisciplinary clinical contexts. The text supports clinicians and educators responsible for designing and delivering health professional education in clinical workplaces and clinicians undertaking continuing education in workplace teaching. The book is divided into four sections, each addressing a key aspect of the learner and educator experience. Section 1 considers the learner's needs as they make key transitions from classroom to workplace, or recent graduate to competent clinician Section 2 focuses on the influence of workplace contexts and how they can be used as positive catalysts to enhance learning Section 3 highlights the role of workplace assessments as embedded processes to positively influence learning Section 4 provides an overview of the changing roles of the clinical educator and processes and models of professional development to build educational expertise - Demonstrates the integrated nature of three key threads within the field of clinical education: theory, method and context - Highlights theoretical frameworks: cognitive, psychological, sociocultural, experiential and ethical traditions and how they inform teaching decisions - Incorporates case studies throughout to provide a context to learning and teaching in clinical education - Includes practical tips from expert practitioners across different topics - Includes an eBook with print purchase on evolve
Author: Kostas Giokas
Publisher: Springer
ISBN: 3319496557
Category : Computers
Languages : en
Pages : 515
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Book Description
This book constitutes the proceedings of the International Summit on Electronic Healthcare, eHealth 360°, held in Budapest, Hungary, in June 2016. The 55 revised full papers presented along with 9 short papers were carefully reviewed and selected from 81 submissions. The papers represent the latest results from the co-located conferences as the track on games for wellbeing, the track on wearables in healthcare, the track on personal, pervasive and mobile health, the track on IoT and big data technologies for healthcare, the track on mobile medical multimedia technologies, applications and services and the track on ambient assisted living technologies based on IoT.
Author: Aaron Marcus
Publisher: Springer Nature
ISBN: 3031356969
Category : Computers
Languages : en
Pages : 608
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Book Description
This 5-volume HCII-DUXU 2023 book set constitutes the refereed proceedings of the 12th International Conference on Design, User Experience, and Usability, DUXU 2023, held as part of the 24th International Conference, HCI International 2023, which took place in Copenhagen, Denmark, in July 2023. A total of 1578 papers and 396 posters have been accepted for publication in the HCII 2023 proceedings from a total of 7472 submissions. The papers included in this volume set were organized in topical sections as follows: Part I: Design methods, tools and practices; emotional and persuasive design; Part II: Design case studies; and creativity and design education; Part III: Evaluation methods and techniques; and usability, user experience and technology acceptance studies; Part IV: Designing learning experiences; and chatbots, conversational agents and robots: design and user experience; Part V: DUXU for cultural heritage; and DUXU for health and wellbeing.
Author: Fred Genesee
Publisher: Cambridge University Press
ISBN: 1316609456
Category : Education
Languages : en
Pages : 265
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Book Description
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.
Author: Panayiotis Zaphiris
Publisher: Springer Nature
ISBN: 3031056574
Category : Computers
Languages : en
Pages : 549
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Book Description
This proceedings, LCT 2022, constitutes the refereed proceedings of the 9th International Conference on Learning and Collaboration Technologies, LCT 2022, held as Part of the 24th International Conference, HCI International 2022, which took place in June/July 2022. Due to COVID-19 pandemic the conference was held virtually.The total of 1271 papers and 275 poster papers included in the 39 HCII 2022 proceedings volumes was carefully reviewed and selected from 5487 submissions. The papers of LCT 2022 are organized in topical sections named: Designing and Developing Learning Technologies; Learning and Teaching Online; Diversity in Learning; Technology in Education: Practices and Experiences.
Author: Jerome A. Winer
Publisher: Routledge
ISBN: 1134890338
Category : Psychology
Languages : en
Pages : 281
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Book Description
Volume 25 of The Annual is dedicated to the memory of Michael Franz Basch, who achieved distinction as both a psychoanalytic theorist of the first rank and an authority on the nature and conduct of dynamic psychotherapy. A wide range of original contributions bear witness to his theoretical, clinical, and educational interests. A number of papers remind us of Basch's prominence as a self-psychological theorist: Elson's self-psychological reappraisal of self-pity, dependence, and manipulation as self-states; Ornstein's developmental perspective on power, self-esteem, and destructive aggression; Tolpin's review of sexuality from the standpoint of normal self development; and Wolf's discussion of self psychology and the "aging self." Basch's life-long educational concerns gain expression in Goldberg's discussion of clinical teaching, particularly the challenge of leading of case conferences; and Ornstein's and Kay's thoughtful consideration of "enduring difficulties" in American medical education. Additional highlights of the volume include: Fawcett's consideration of the role of pharmacotherapy in psychodynamic treatment; Jaffe's consideration of the applicability of hierarchical models to assessment and intervention in brief psychotherapy; Galatzer-Levy's review of the "witch" metapsychology; Gedo's analysis of mythic themes in the operas Don Giovanni and Der Rosenkavalier; Modell's reflections on metaphor and affects; and Kernberg's discussion of a "new psychoanalytic mainstream," which he compares and contrasts with a parallel convergence of Kohutian and interpersonal analytic approaches. Many of these contributions incorporate reflections on Basch as a teacher and colleague, and the entire volume is framed by Goldberg's moving tribute. Analysts and psychotherapists sharing Basch's commitment to academic and clinical excellence and his keen awareness of the pragmatic requirements of doing effective therapy will find in Volume 25 a cornucopia of riches.
