Team Working and Profiling Handout

Exercise and Handout for use in conjunction with Lecture on team working and profiling. Refers to Belbin model of team development. If you have missed the class, you should work through the activity, ideally find some other students to work with. It consists of a number of parts in addition to a self-evaluation checklist 1) A personal reflection activity (for use as the class settles) 2) A brief group activity to use during the lecture 3) A follow up activity, to complete an evaluation online from the belbin website 4) A follow up activity to work through the videos which have been produced by the LearnHigher Project

Potencialidades terapéuticas del juego de rol

Esta investigación cualitativa-cuantitativa tiene como objetivo explorar las potencialidades terapéuticas del Juego de Rol, las cuales no han sido objeto de estudio. Se realizó con cinco estudiantes de colegio y cuatro de universidad, aplicándoles las escalas 16PF, SASS, ocho sesiones de juego de rol (Dungeons and dragons) y Grupos de Discusión. Se concluyó que no hay diferencia entre la adaptación pre y post. Los estudiantes de Colegio tienen características de personalidad similares en escala de Autosuficiencia, Apertura al Cambio y Aprensión, los universitarios en Atrevimiento, Vigilancia, Abstracción y Aprensión y dimensión global de Ansiedad. El Juego de Rol mejora las relaciones interpersonales dentro y fuera del grupo de juego, la expresión de sentimientos repercute fuera del Juego, la principal diferencia entre la experiencia de juego y la Vida Real es la libertad para romper las normas sociales. El trabajo en Equipo es una enseñanza primordial, contribuye a la toma de decisiones, proyección como mecanismo de defensa, capacidad Imaginativa inherente, desarrollo de la empatía, socialización, potenciación de habilidades no explotadas, encuentro de intereses, toma de conciencia, responsabilidad y sublimación de aspectos reprimidos de la personalidad.

Foundation Year RTS Part 3 Motivation Quiz

A short self evaluation quiz looking at motivation

Foundation Year RTS Part 3 Planning Quiz

A short self evaluation quiz looking at planning

Museums and quality, from the concept of the museum that carries out functions to the museum that provides services

Quality management Self-evaluation of the organisation Citizens/customers satisfaction Impact on society evaluation Key performance evaluation Good practices comparison (Benchmarking) Continuous improvement In professional environments, when quality assessment of museums is discussed, one immediately thinks of the honourableness of the directors and curators, the erudition and specialisation of knowledge, the diversity of the gathered material and study of the collections, the collections conservation methods and environmental control, the regularity and notoriety of the exhibitions and artists, the building’s architecture and site, the recreation of environments, the museographic equipment design. We admit that the roles and attributes listed above can contribute to the definition of a specificity of museological good practice within a hierarchised functional perspective (the museum functions) and for the classification of museums according to a scale, validated between peers, based on “installed” appreciation criteria, enforced from above downwards, according to the “prestige” of the products and of those who conceive them, but that say nothing about the effective satisfaction of the citizen/customers and the real impact on society. There is a lack of evaluation instruments that would give us a return of all that the museum is and represents in contemporary society, focused on being and on the relation with the other, in detriment of the ostentatious possession and of the doing in order to meet one’s duties. But it is only possible to evaluate something by measurement and comparison, on the basis of well defined criteria, from a common grid, implicating all of the actors in the self-evaluation, in the definition of the aims to fulfil and in the obtaining of results.

iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main ‘computing’ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by students

Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice

We argue that it is important for researchers and service providers to not only recognize the rights of children and young people with learning disabilities to have a ‘voice’, but also to work actively towards eliciting views from all. A set of guidelines for critical self-evaluation by those engaged in systematically collecting the views of children and young people with learning disabilities is proposed. The guidelines are based on a series of questions concerning: research aims and ethics (encompassing access/gatekeepers; consent/assent; confidentiality/anonymity/secrecy, recognition, feedback and ownership; and social responsibility) sampling, design and communication

Podcasting Oral Presentations

This presentation tells how podcasts can be used to enhance the learning experience of English as a Second Language (ESL) students registered in a content-based language immersion program. The students were placed in groups of four and asked to prepare an oral presentation. The topics of the presentations included Financial Aid, College Courses and Course Schedules and Academic Policies. Each presentation was podcasted to give students an opportunity for self-evaluation and feedback.

Implementing elements of Schon's reflective practitioner in an undergraduate public relations program

While the internship unit in a public relations degree is often viewed as the foremost area of experiential learning it can fail to deliver significant learning outcomes for student and teacher. This paper explores the use of other activity-based learning (ABL) methods as implemented in the Deakin University public relations undergraduate degree. The paper applies Donald Schon's concept of the reflective practitioner to learning undertaken in an internship unit and compares this application to two other units where ABL is used and the focus is on creating a client-professional relationship. For the purpose of this paper information was analysed using the 2006 on-campus cohort only. The cohort was further refined to include those students who successfully completed the degree of BA in public relations. Student internship evaluation forms and unit records were viewed to gain statistical information.

Investigative interviewers' perceptions of the value of different training Tasks on their adherence to open-ended questions with children

Prior research has highlighted the considerable difficulties investigative interviewers have in adhering to open-ended questions in child abuse interviews. Although improvements in interviewing can be achieved by providing training that incorporates multiple practice opportunities and feedback, currently little is known about the way in which these elements are best administered. The current study extends debate and research on this issue by examining the perceptions of 15 trainee interviewers (police as well as social workers) regarding the relative value of various practical training exercises experienced in a recent training program. The findings indicated that although practice in interviewing was deemed essential, not all tasks were perceived to be equally beneficial. The two most favoured exercises were (a) simulated interviews involving trained actors playing the role of the child, and (b) self-evaluation of a transcribed interview using an objective coding protocol. A summary of the participants' perceptions is provided along with a discussion of the implications for trainers and researchers.

Living improvement : a case study of a secondary school in England

Schools in England are being urged to personalize the curriculum and make school experiences more responsive to all students. We report on an evaluation project which investigated innovation in teaching and learning in a successful secondary school in the north of England. Data were gathered from a sample of teaching staff, a questionnaire to all students, lesson and meeting observations, and meetings with the governing body and parents: the student-guided evaluation canvassed recent and planned changes to the structure and experience of teaching and learning. This article illuminates how one school is breaking the ‘traditional schooling rules’ that limit improvement and how in doing so it is developing new insights about the nature and process of improvement. We show how staff and students have been engaged in the change process, and focus in particular on analysing the interplay between improvement as a plan, a practice and a lived experience.

A behavioural analysis of enforced delays in computerised programmed instruction

To evaluate the putative advantages of student self pacing in automated instruction,the studies in this thesis compare the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention, efficiency, and satisfaction. The results of the experiments show that self-pacing reduced accuracy, retention, and workrates compared to external pacing and indicated that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional material.

The effect of the introduction of teaching interventions and assessment strategies in first year management units

This Scholarship of Teaching research aimed to ultimately become a report and a series of recommendations on the teaching of first year Management units in universities. Many of the Australian universities benchmark themselves against the leaders in the Course Experience Questionnaires (CEQ) (Ramsden 1991) of graduating students in Australia. Most Australian universities have their own student satisfaction evaluation method. In this study the subject university uses the Student Evaluation of Teachers and Units (SETU) as their internal method of measuring the effectiveness of teaching on units on a cohort by cohort basis. This project, using one of the largest units in a Business and Law Faculty had specific measurable objectives; the results of the unit teams' interventions demonstrate that it is possible to increase student satisfaction during their transition year by as much as 11.5%. The ten recommendations ranging from changes to unit objectives, assessment methods and updated methods of marking, communication and student support, if acted upon, should have ongoing benefits for teaching and learning of first year management units.

Carrying weapons and intent to harm among Victorian secondary school students in 1999 and 2009

Objective: