Wiki Peek

WikiPeek Section ! 19,April 2024 14:32 Mission Wiki Educator: It is possible Introduction WikiEducator is a free world and free learning occurs through Wiki Peek i.e learn from Peer pages. The wiki Family is big and growing, great people great minds and great unique resources. In this section . My mission is learning and the Wiki Gurus ae the peers, veterans and all with open Mindset.This is about the interesting Information by the big wiki family Alison Snieckus http://wikieducator.org/User:ASnieckus What the Best College Teachers Do Title: What the Best College Teachers Do Author(s): Ken Bain Publisher: Harvard University Press ISBN: 978-0674013254, Pages: 207, Year: 2004 I read this book awhile back. I noticed it again this week (Aug 2009) and given I'll be "teaching" a course beginning in a few weeks (it's a blended course, with the content provided online; I'm struggling with whether I should consider myself a teacher), wondered anew just what the best college teachers do. Bain conducted a fifteen-year study of nearly 100 college teachers, identified as the best in their field. What has struck me most decisively is Bain's conclusion about what a teacher is. My concept of a teacher is someone responsible for the delivery of content. According to Merriam-Webster, "to teach" is "to cause to know something", "to impart the knowledge of", "to instruct" . But this model clearly doesn't jive with what we are beginning to understand about how people learn. We can't "cause" someone to know something. Bain suggests we need a fundamental conceptual shift: If you ask many academics how they define teaching, they will often talk about "transmitting" knowledge, as if teaching is telling. That's a comforting way of talking about it because it leaves us completely in control; if we tell them, we've taught them. To benefit from what the best teachers do, however, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most--if not all--of our students will realize their potential to learn (p. 173). So maybe teaching is better thought of as Merriam-Webster's second definition "to guide the studies of", although clearly the minority view in the list of possibilities. With this new conceptualization, Bain's conclusions in "What the Best College Teachers Do" offer some real insight: What do the best teachers know and understand? They understand their field and have a strong interest in the broader issues of their disciplines. But more importantly, they have at least an intuitive understanding of human learning, recognizing that performing well on the tests is not a satisfactory indicator of learning. Learning is a transformative experience. How do they prepare to teach? The best teachers approach the design and preparation of their course materials from the vantage point of fostering learning. Bain offers a series of specific planning questions that illuminate this process, from "What big questions will my course help students answer?" (p. 50) to "How will I create a natural critical learning environment?" (p. 60). What do they expect of their students? The best teachers expect "more", but the more is clearly tied to the kind of thought and action expected in real life. What do they do when they teach? The best teachers create a "natural critical learning environment", one in which the learners feel a certain control over their learning experience. The environment is challenging yet supportive, collaborative, fair and honest, and most importantly a safe place to try, fail, and try again. How do they treat students? The best teachers treat students with trust and respect, assuming that each student wants to learn and that they will be able to. How do they check their progress and evaluate their efforts? The best teachers use a systematic program of evaluation and make the needed changes to improve their teaching. With technology offering to fundamentally change the opportunities for learning and with our deepening understanding of the learning process, maybe this new definition of a teacher, one who creates the conditions for learning for ALL learners, can take root. Turning Learning Right Side Up Title: Turning Learning Right Side Up: Putting Education Back on Track Author(s): Russell L. Ackoff, Daniel Greenberg Publisher: Wharton School Publishing ISBN: 978-0132346498, Pages: 196, Year: 2008 YouTube Video of authors' book talk, part 1 Exerpt posted as blog entry on Wharton's website. Quotes & Thoughts: To make the case for a different kind of educational system, one that is designed for today's work rather than the industrial machine of the 1900's, Ackoff and Greenberg quote Einstein (p. xix), One should guard against preaching to young people success in the customary form as the main aim in life. The most important motive for work in school and in life is pleasure in work, pleasure in the result, and the knowledge of the value of the result to the community. Could there be a better statement for why I choose to contribute to WikiEducator. "The objective of education is learning, not teaching" (p. 5). "There is no way that the vast majority of teachers, whatever their training, can ever hope to match in their classrooms what students can receive at will from sources of their own choosing" (p. 14-15) "Education is the lifelong process of pursuing the activities that give meaning to our lives" (p. 99). Ackoff and Greenberg conclude that the two most important elements to learning are play, interpreted in its broadest sense as free exploration (p. 48), and conversation (p. 103-104), neither of which is particularly encouraged in traditional school settings. Ackoff and Greenberg list the following attributes of an ideal environment for people to become educated (p. 135-136): Learning takes place through self-motivation and self-regulation. Equal status is given to all interests. The output of learners is judged throught self-evaluation, a concept that includes the freedom to seek outside feedback. Learning groups form based on common interests. No artificial distinction is drawn between learners and teachers. All members of the learning community participate fully in regulating its activities. Understanding by Design Title: Understanding by Design Author(s): Grant Wiggins and Jay McTigue Publisher: Prentice Hall, New Jersey ISBN: 978-0871203137, Pages: 201, Year: 1998 Not done with this yet. What Does it Mean to be Well Educated? Title: What Does it Mean to be Well Educated?: And More Essays on Standards, Grading, and Other Follies Author(s): Alfie Kohn Publisher: Beacon Press, Boston ISBN: 978-0807032671, Pages: 208, Year: 2004 Quotes & Thoughts: In the title essay, Kohn suggests that one definition of well-educated could be encompassed in Deborah Meier's five "habits of mind" (p. 9): ...the value of raising questions about evidence ("How do we know what we know?"), point of view ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?"). In "The Costs of Overemphasizing Achievement", Kohn discusses five consequences likely to arise from educational methods steeped in standards and achievement (p. 31-35): Students come to regard learning as a chore. Students try to avoid challenging tasks. Students tend to think less deeply. Students may fall apart when they fail. Students value ability more than effort. Kohn has written these to suggest that these outcomes apply to all students. I don't know. I do know many students who seem to work harder at manipulating the system and grade-grubbing than actual learning. If even one student experiences any one of these, the damage is done. We need a more flexible system that values all learning, not just subjects and topics that others have deemed as the "valued" content. In "The Dangerous Myth of Grade Inflation", Kohn takes issue with the common belief that grades motivate, citing research that concludes (p. 103): Students who are given grades, or for whom grades are made particularly salient, tend to display less interest in what they are doing, fare worse on meaningful measures of learning, and avoid more challenging tasks when given the opportunity--as compared with those in a nongraded comparison group. I can see the argument on both sides. I wonder if there's a middle ground. Anil Prasad OER FOR HUMAN RESOURCE MANAGEMENT PG STUDY INTRODUCTION Why this project? This is a collaborative effort to establish a Transnational Qualification Framework with related content/activity for Masters' Degree Programme in Human Resource Management. Such an open HRM framework is necessary to guide the voluntary efforts of the free and open content developers in a structured way so that the benefit of their invaluable services will be available to the teaching and learning communities all over the world. In this fast changing world, managing the human capital is the biggest challenge for development. Here, the qualification framework is being developed to meet the academic and career objectives of the learners to acquire deep understanding, knowledge, and skills related to Human Resource Management. This free and open content, once completed will definitly help to reduce the education costs. This elearning project is also intended to provide learning support to those who are working for free and open education/software projects and requiring organizing/management skills for successful implementation of such projects. STUDY DURATION Here the material is being developed/linked and guidelines are being formulated with Two Year course duration in mind. ELIGIBILITY Here the material is being developed/linked and guidelines are being formulated assuming that learners are Graduates in any discipline of study. BROAD EXAM SCHEME Assessment framework will be developed with the following broad exam scheme in mind. Community is requested to workout detailed credit system for this broad scheme so that it would become a useful reference for various academic bodies/ Institutions around the world. (Each paper carries 100 Marks) Papers Marks I Year 7 Core Papers; 7x100 700 Marks 1 Elective Paper 100 Marks I Year total 800 Marks II Year 6 Core Papers; 6x100 600 Marks 1 Elective Paper 100 Marks Project/Thesis 100 Marks II Year total 800 Marks Marks for the entire course 1600 Marks Success Levels 50% Pass 55% out of 1600; Pass with 2nd Class 60% out of 1600; Pass with 1st Class 80% and above out of 1600; Pass with Distinction Topics to be covered Redesigning of the following annual system to suitable semester system by the community is most welcome. 1st Year Semester -I Modules 1. Principles of Management 2. Organizational Behaviour 3. Human Resource Management 4. M&E Systems & HR Supply; an overview Semester -II Modules 5. Training and Development 6. Society and Behaviour Management 7. ICT Basics 8.1 Communication Skills(Elective) 8.2 Stress Management (Elective) 8.3 Industrial Psychology (Elective) 2nd Year Semester -III Modules 9. Organizational Management 10. Management of Change 11. Total Quality Management 12. ICT Enabled Personnel Management Systems Semester -IV Modules 13. Wages and Salary Administration 14. Labour Welfare 15.1 Industrial Relations (Elective) 15.2 Global Human Resource Management (Elective) 16. Project or Master Degree Thesis YOU ARE INVITED! Dear WE friends, this is a collaborative effort to establish a Transnational Qualification Framework with related content/activity for Masters' Degree Programme in Human Resource Management. You are invited to formulate framework and develop/link content/activity. Proposing of new subjects, topics and course development ideas are also welcome! If you have a query to clear or any general/specific suggestions to help the project, please add it on the discussion page There is yet another way to help the development of this course by linking already available free content to the relevant topics of our course. Either it can be a WE content or content from other reliable online sources with Creative Commons Attribution Share-Alike License. Notes for discussion Credit Based System One credit hour may be defined as 60-minute of learning activity. Credit hours can be earned in half-hour increments (rounded to the nearest half hour). Each topic included in this programme may require learning activities of 20 to 30 credit hours. Completion of entire programme may require a minimum of 360 Credit Hours. In self-study mode learning activity may mean reading, researching and online discussions/consultations. Credit hours may exclude time taken for documentation. To qualify for credit, activities must have educational content that is relevant to and intended for the course. Conferences, seminars, forums, lectures, or other live events not intended for HRM practitioners or students may not earn credit hours in both regular as well as self-study mode. The time taken for lectures as well as presentation, that is the “podium time" also may not earn credit. Point Based System Point Based System is taken as a most suitable system for Online Open Distance Learning. In this system, a module of 20 credit hours of study may earn 10 points. We can roughly say that two credit hours will earn a point. For the Masters Degree in Human Resource Management, it may require 180 points for the sccessful completion of the course. Point Based System is also convenient for instituting intermediate certifications. Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page. Freedesktop.org http://www.freedesktop.org/ Calculators http://ultrastudio.org/en/t.1972 http://en.wikipedia.org/wiki/Software_calculator Types of Learners Eye Am Bored. Image courtesy of Peter Gene Objective In this activity you will learn how to recognise an individual's prefered way of learning and to establish individualised learning outcomes. Activity Go to the VARK website and complete the questionnaire to find out what your preferred learning style is Go to the Felder-Silverman Model of Learning Styles website and complete the questionnaire to find out what your preferred learning style is Describe the preferred intake of information for the learning styles listed in the two models below Suggest study strategies for two learning styles of your choice Suggestions V - visual learners If you have a strong preference for Visual (V) learning you should use some or all of the following: INTAKE To take in the information ... underlining different colours highlighters symbols flow charts charts graphs pictures, videos, slides, posters... different spatial arrangements on the page white space textbooks with diagrams, pictures lecturers who use pictorial language and gestures SWOT (Study without tears!) To make a learnable package ... convert your lecture 'notes' into a learnable package by reducing them (3:1) into page pictures. use all the techniques above to do this. reconstruct the images in different ways. redraw your pages from memory. replace words with symbols or initials. look at your pages. OUTPUT To perform well in the examination ... recall the 'pictures' made by your pages. draw things - use diagrams. write exam answers. practise turning your visuals back into words. Profile of a visual learner ... A - aural learners If you have a strong preference for Aural methods (A = hearing) you should use some or all of the following: INTAKE To take in the information ... attend lectures. attend tutorials. discuss topics with other students. discuss topics with your lecturers. explain new ideas to other people. use a tape recorder. remember the interesting examples, jokes, stories... describe the overheads, pictures and other visuals to someone who was not there. leave spaces in your lecture notes for later recall and 'filling'. SWOT (Study without tears!) To make a learnable package ... convert your lecture 'notes' into a learnable package by reducing them (3:1). put your summarised notes onto tapes and listen to them. ask others to 'hear' your understanding of a topic. read your summarised notes aloud. explain your notes to another 'aural' person. OUTPUT To perform well in the examination ... talk with the examiner. listen to your voices and write them down. spend time in quiet places recalling the ideas. practise writing answers to old exam questions. speak your answers. Profile of an aural learner ... R & W - reading and writing learners If you have a strong preference for Reading and Writing (R & W) you should use some or all of the following: INTAKE To take in the information ... lists headings dictionaries glossaries definitions handouts textbooks readings - library lecture notes (verbatim) lecturers who use notes well and have lots of information in sentences and notes essays manuals (computing and laboratory) SWOT (Study without tears!) To make a learnable package ... convert your lecture notes into a learnable package by reducing them (3:1). write out the words again and again. read your notes silently again and again. rewrite the ideas and principles into other words. organise any diagrams, graphs, etc into statements, eg "the trend is..." imagine your lists arranged into multichoice questions and distinguish each from each. OUTPUT To perform well in the examination ... write exam answers. practise with multiple choice questions. write paragraphs, beginnings, endings. write your lists (a,b,c,d; 1,2,3,4...) arrange your words into hierarchies and points. Profile of a reading and writing learner ... K - kinesthetic learners If you have a strong preference for Kinesthetic (doing) learning you should use some or all of the following: INTAKE To take in the information ... all your senses - sight, touch, taste, smell, hearing... laboratories field trips field tours examples of principles lecturers who give real-life examples applications hands-on approaches (computing) trial and error collections of rock types, shells, grasses... exhibits, samples, photographs... recipes - solutions to problems, previous exam papers SWOT (Study without tears!) To make a learnable package ... convert your lecture 'notes' into a learnable package by reducing them (3:1). your lecture notes may be poor because the topics were not 'concrete' or 'relevant'. you will remember the 'real' things that happened. put plenty of examples into your summary. use case studies and applications to help with principles and abstract concepts. talk about your notes with another "k" person. use pictures and photographs that illustrate an idea. go back to the laboratory or your lab manual. recall the experiments, field trip... OUTPUT To perform well in the examination ... write practice answers, paragraphs... role play the exam situation in your own room. Profile of a kinesthetic learner ... Multimodal Study Strategies If you have multiple preferences, you are in the majority as somewhere between fifty and seventy percent of any population seems to fit into that group. Multiple preferences are interesting and quite varied. For example, you may have two strong preferences V and A or R and K, or you may have three strong preferences such as VAR or ARK. Some people have no particular strong preferences and their scores are almost even for all four modes. For example, one student had scores of V=9, A=9, R=9, and K=9. She said that she adapted to the mode being used or requested. If the teacher or supervisor preferred a written mode, she switched into that mode for her responses and for her learning. So multiple preferences give you choices of two or three or four modes to use for your interaction with others. If you have two dominant or equal preferences, please read the study strategies that apply to your two choices. If you have three preferences, read the three lists that apply and similarly for those with four. You will need to read two or three or four lists of strategies. One interesting piece of information that people with multimodal preferences have told us is that it is necessary for them to use more than one strategy for learning and communicating. They feel insecure with only one. Alternatively, those with a single preference often "get it" by using the set of strategies that align with their single preference. We are noticing some differences among those who are multimodal, especially those who have chosen fewer than 20 options and those who have chosen more. If you have chosen fewer than 20 of the options in the questionnaire, you may prefer to see your highest score as your main preference - almost like a single preference. You are probably more decisive than those who have chosen 20+ options. Fleming, N. (2001). Teaching and Learning Styles. Christchurch: The Digital Print and Copy Centre What strategies will I use? Now that you have a better idea of what your learning style is, be sure to try out some of the recommended techniques. These should not only make your learning more efficient, but also more stimulating. Good luck! Support Materials VARK Felder-Silverman Model VARK auditory visual reader-writer kinesthetic Felder-Silverman Model Active and Reflective learners Sensing and Intuitive Learners Visual and Verbal Learners Sequential and Global Learners Ref: Learning styles Blogging The Blogging Handbook Looking at blogs Set up a blog Manage a blog Using a blog Getting the most out of your blog Writing effectively for a blog What's in a post? Getting to the point Telling the story Critical analysis Where to now? A blog (a blend of the term web log) is a type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. Blog can also be used as a verb, meaning to maintain or add content to a blog. Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity that distinguishes them from other static websites. Many blogs provide commentary on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (art blog), photographs (photoblog), videos (video blogging or vlogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts. As of 16 February 2011 (2011 -02-16), there were over 156 million public blogs in existence. Alison ALISON stands for Advance Learning Interactive Systems Online. The learning is provided free of charge to individual learners.ALISON is a FREE learning resource of interactive certification-based learning. Goals The mission of ALISON is to enable anyone, anywhere, to educate themselves for FREE. Through ALISON, the cost-barrier to learning can be removed. Through the ALISON Learning platform we can assist people around the world in educating themselves, thereby creating a more equitable and sustainable global society. Learning materials ECDL International Grades Open Technologies Financial Literacy External links ALISON.com Creating Photogallery http://farm3.static.flickr.com/2301/2306461285_936b706425_m.jpg Hotel Grand Palm, Gaborone, Botswana http://farm3.static.flickr.com/2110/2192379416_2f2c495417_m.jpg IGNOU Main Entrance, New Delhi creating portal page Ravi limaye OER is a sustainable and renewable resource OER portals  |  Home  |  About  |  OER projects  |  OER contacts edit   Welcome edit   Featured project edit   News and events edit   Our discussion list feed edit   Activities