Xarxa d’Innovació Docent sobre Aprenentatge per Projectes. Projecte “la cuina de l’Arguiñano”

L’objectiu d’aquest projecte, a banda de plantejar un aprenentatge directament relacionat amb l’entorn de l’alumne, tracta d’aconseguir que les assignatures i les disciplines autònomes perdin parcialment el seu caràcter i passin a formar part d’una unitat més global (Mallart, 1998). Per aconseguir això, els alumnes han de transformar un programa de cuina de l’Arguiñano en un programa de radio, amb la peculiaritat que en el programa de radio cal explicar quin son els secrets científics que s‘amaguen quan l’Arguiñano està cuinant en el programa. Aquest secrets científics estaran relacionats amb les diferents disciplines dels membres la xarxa i s’aplicarà el mètode d’aprenentatge basat en projectes (APP).

Xarxa d’Innovació Docent sobre avaluació. Innovacions en l’avaluació dels aprenentatges. Experiències des de la xarxa d’innovació docent sobre Avaluació

La Xarxa d’Innovació Docent d’Avaluació està formada per un grup de vuit professores i professors de diferents estudis i departaments de la UdG. És una xarxa formada el curs 2009/10 i té com a objectiu fonamental implementar innovacions a l’avaluació de les assignatures dels membres per tal de millorar-les. Els objectius de la present comunicació es poden resumir en: - Presentar els canvis en els sistema d’avaluació de 3 assignatures de membres de la Xarxa i l’anàlisi dels resultats obtinguts. - Plantejar els principals impactes en la docència fruit de la participació a la Xarxa d’Innovació Docent d’Avaluació dels diferents membres. - Plantejar la proposta de treball de la XID d’Avaluació pel curs 2011-2012.

Xarxa d'Innovació Docent sobre Aprenentatge Cooperatiu. Bones pràctiques sobre aprenentatge cooperatiu 2011.

Es presenten les línies mestres del treball de la Xarxa d’Innovació Docent sobre Aprenentatge Cooperatiu (XIDAC) de la UdG durant el curs 2010-2011.

Cultivating creative ecologies : creative teaching and teaching for creativity

Australian universities now commonly list creativity amongst the generic attributes that graduates are expected to have achieved or demonstrated upon graduation. While this reflects emerging local and global trends to encourage creativity at every educational level, creativity as a generic capability has special difficulties. These include problems of definition, its perceived value, the gap between espoused beliefs and practice, and tensions between standards and accreditation agendas and the desire to embed creative outcomes in the curriculum. Contextual and disciplinary differences also shape the expression of creative teaching and teaching for creativity. This paper explores these issues, acknowledging the role of information and communications technologies in shaping the technology-enhanced learning spaces where creativity may emerge. Csikszentmihalyi’s model of creativity as a system of interactions is presented as a useful foundation for furthering the discourse in this domain, along with the notion of creative ecologies as spaces for effecting change.

A Study of role conflict, role ambiguity, locus of control, job satisfaction and participation in decision making among front-line vocational service workers for mentally retarded adults

This study was an investigation of individual and organizational factors, as perceived by front-line vocational service workers from Adult Rehabilitation Centres (ARC Industries) for mentally retarded adults. The specific variables which were measured included role conflict/role ambiguity (role factors), internal/external locus of control (individual differences), job satisfaction with work and supervision (job attitudes) and participation in deci~ion making (organizational factor). The exploration of these constructs was conducted by means of self-report questionnaires which were completed by sixty-nine out of a total of ninety front-line employees. The surveys were distributed in booklet form to nine distinct rehabilitation facilities from St. Catharines, West Lincoln, Greater Niagara, Port Colborne, WeIland, Fort Erie, Hamilton, Guelph and Brantford. The survey data was evaluated by the statisti.cal Package for the Social Sciences (SPSS) which used the Pearson Product Moment Correlation procedure and a compar~son of means test. A comparison of correlation coefficients test was also conducted. This statistical procedure was calculated mathematically. The results obtained from the statistical evaluation confirmed the prediction that self-reported measures of participation in decision making and satisfaction (work and supervision) would be negatively correlated with role conflict and role ambiguity. As well, the speculation that perceived satisfaction (work and supervision) would be positively correlated with participation in decision making was empirically supported. Internal and external locus of control did not contribute to a significant difference in r~sponses to role perceptions (conflict and ambiguity) , satisfaction (work and supervision) or the correlational relationship between participation in decision making and satisfaction (work and supervision). Overall, the findings from this study substantiated the importance of examining employee perceptions in the workplace and the interrelationships among individual and organizational variables. This research was considered a contribution to the general area of occupational stress and to the study of individuals in work organizations.

The development of self directedness in public health nurses

This qualitative study examined the perceived thoughts, feelings and experiences of seven public health nurses employed in a southern ontario health department, regarding the initial phase of the introduction of a self-directed orientation program in their place of employment. A desire to understand what factors facilitate public health nurses in the process of becoming self-directed learners was the purpose of this study. Data were gathered by three methods: 1) a standard open-ended interview was conducted by the researcher with each nurse for approximately one hour; 2) personal notes were kept by the researcher throughout the study; and 3) a review of all pertinent health department documents such as typed minutes of meetings and memos which referred to the introduction of the self-directed learning model was conducted. The meaning of the experience for the nurses provided some insights into what does and does not facilitate public health nurses in the process of becoming self-directed learners. Implications and recommendations for program planners, nurse administrators, facilitators of learning and researchers evolved from the findings of this study.

Participation factors in optional high school health and physical education

Student enrolment rates in optional health and physical education (HPE) classes have been steadily declining, to the point where most Ontario students stop taking HPE after completion of their one required credit, typically taken in grade nine. This study looked at factors that could contribute to HPE enrolment, sampling 227 grade ten students from five schools. These factors included selfefficacy (SE), perceived autonomy support (PAS), task value (TV), motivational regulation (autonomous, AR; controlled, CR), HPE grade average and body size discrepancy (BSD). Qualitative information was also gathered from students regarding likes and dislikes ofHPE, as well as reasons for their HPE enrolment choice. Cronbach Alpha values of each scale fell within acceptable values. ANOVA analysis revealed differences between enrolment groups in SE, TV, AR, HPE grade average, and BSD (p < .05). Reasons students reported for not taking HPE included a dislike of health classes, scheduling challenges, not needing HPE for future endeavors, concerns about social self-presentation, and a dislike of sports and/or competition. This research shows important differences between students and their HPE class choices and calls for a re-evaluation of how HPE classes are structured, advertised and scheduled by high school practitioners. Future works should look toward what other factors could be at play in students' decisions for or against optional HPE and how those factors interact with the constructs that were found to be of significance in this study. Keywords: Health and physical education, high school students, participation.

Potencialidad de la aplicación autonoma de un programa para la mejora del autoconcepto físico

El autoconcepto ha sido objeto de estudio tradicional en la Psicología, destacando la importancia del dominio físico, especialmente durante la adolescencia, periodo vital caracterizado por un fuerte descenso en sus niveles, que determinan, entre otros, el establecimiento de hábitos de vida y decisiones conductuales más o menos saludables. Con el objetivo de aumentar el autoconocimiento, mejorar el autoconcepto físico y facilitar la adquisición de herramientas para el trabajo personal así como profesional, se propone la aplicación autónoma de un programa educativo de corte cognitivo sobre un grupo de alumnado universitario. La evaluación del programa muestra su utilidad para fomentar el autoaprendizaje tanto de aspectos teóricos acerca del autoconcepto como de estrategias prácticas para su mejora

John Warren's copy of votes from a meeting of the Boston Medical Society, 1784 May 3

This document lists the eleven votes cast at a meeting of the Boston Medical Society on May 3, 1784. It was authorized as a "true coppy" by Thomas Kast, the Secretary of the Society. The following members of the Society were present at the meeting, all of them doctors: James Pecker, James Lloyd, Joseph Gardner, Samuel Danforth, Isaac Rand, Jr., Charles Jarvis, Thomas Kast, Benjamin Curtis, Thomas Welsh, Nathaniel Walker Appleton, and doctors whose last names were Adams, Townsend, Eustis, Homans, and Whitwell. The document indicates that a meeting had been held the previous evening, as well (May 2, 1784), at which the topics on which votes were taken had been discussed. The votes, eleven in total, were all related to the doctors' concerns about John Warren and his involvement with the emerging medical school (now Harvard Medical School), that school's relation to almshouses, the medical care of the poor, and other related matters. The tone and content of these votes reveals anger on the part of the members of the Boston Medical Society towards Warren. This anger appears to have stemmed from the perceived threat of Warren to their own practices, exacerbated by a vote of the Harvard Corporation on April 19, 1784. This vote authorized Warren to apply to the Overseers of the Poor for the town of Boston, requesting that students in the newly-established Harvard medical program, where Warren was Professor of Anatomy and Surgery, be allowed to visit the hospital of the almshouse with their professors for the purpose of clinical instruction. Although Warren believed that the students would learn far more from these visits, in regards to surgical experience, than they could possibly learn in Cambridge, the proposal provoked great distrust from the members of the Boston Medical Society, who accused Warren of an "attempt to direct the public medical business from its usual channels" for his own financial and professional gain.