Authors: FLEXIBLE LEARNING IN A LMS APPROACH NEW OPENINGS AND PARADIGM
|
|
- Geoffrey Rich
- 6 years ago
- Views:
Transcription
1 Learning Communication Skills through Non-verbal Interactions and Process Analysis A None-traditional ICT related Teaching Approach for Teaching Education Authors: Gunnar Andersson, Østfold University College, Faculty of Engineering, N-1705, Sarpsborg, Norway gunnar.andersson@hiof.no Sissel Larsen, Østfold University College, Faculty of Education, N-1783, Halden, Norway sissel.larsen@hiof.no Wu Hong, Østfold University College, Faculty of Engineering, N-1705, Sarpsborg, Norway hong.wu@hiof.no Abstract Communication is an essential skill of leadership in practice, regardless profession. The topic is therefore often defined as one important chapter for most organizational and management courses. There are, however, many pedagogical approaches for teaching this topic, depending on individual course objectives and targeted student groups. This paper exemplifies a case of teaching communication topic for education students at Østfold University College, and illustrates a none-traditional ICT related teaching approach for teaching education. There are two major aspects are presenting for this paper: 1) Exercising and learning communication skills through an acting and reacting play as a none-traditional teaching approach; 2) Using Learning Management System (LMS) to restore the course documents, including students work assignments, and generate a virtual classroom for on campus and remote students. For aspect 1), the students have learned their communication skills through a situation based acting play, taken up by a short sequence of a video clip. They have observed and analyzed their communication process during the video session, included their non-verbal and interactions. They also needed to conduct their analysis and process reflection as a part of their written assignments. In a way, their pedagogical approach is not only reading and writing based, but also acting and reacting based. For aspect 2), the students have received a short LMS introduction session at the course beginning, so they can use this LMS application for course conducting. All the course materials, including students analysis reports and video clips are restored at, and can be retrieved from the course s LMS. This LMS solution was a convenient alternative for over 1/3 of students, whom are considered as a remote student category, as their accesses for face-to-face lecture hours are limited. As a result, the current course evaluation and updated activity analysis shows beneficial outcomes of none-traditional teaching methods and their good learning effects. The current case has also exemplified the benevolence of developing innovative teaching methods to attract students, especially remote students, and improving quality of teaching. Last, but not least, the benefits of establishing a cross-sectional cooperation between discipline of engineering and discipline of education. Index Terms acting and reacting play, communication skill, none-traditional teaching approach, Learning Management System (LMS), remote students FLEXIBLE LEARNING IN A LMS APPROACH NEW OPENINGS AND PARADIGM Using a Learning Management System (LMS) for supporting a course teaching is very common nowadays, though the practical approaches and methods might be different. The traditional ICT related teaching and learning are usually and mostly document focused, as a traditional LMS works as an information center to restore the documents and written information from instructors and students. The communication activities and interactions are therefore much written or verbal related and this approach might create a challenge for non-verbal interactions and process, though the latter is an important method and aspect for professional teaching study. Previous research findings and observation has also pointed the importance and necessity of incorporation between online interaction creating and online pedagogy [2]. The current study exemplifies a case of teaching communication topic for education students at Østfold University College, and illustrates a none-traditional ICT related teaching approach for teaching education. The course itself is a traditional course related to the organizational topics, named as Communication, leadership and interactions, and it was designed for teaching students, including other related professions. The online part of this course is designed for regional remote students, which are approximately 1/3 of entire class. However, the non-tradition part of this course will be exercising and practicing on communication and interaction skills for students. This will be undertaken and practiced by the stage and acting play with process analysis to follow with, then distribute and restore online. 1
2 The organization of course The organization of course has emphasized on the combination of face-to-face teaching lectures, individual study (including literature review and assignments), project based teamwork and self-conducted studies. The student participation of lecturing and assignments is an essential element of the lecture content, plan and exam evaluations. The project teamwork is usually defined by students themselves for cases. However, the topics are required to be relevant for both theories taught and the practice experienced. Mentoring and tutoring have been the important part of the study. Every student has to contribute his/her efforts to the project teamwork, in variable forms, such as video clip, written documents (reports and assignments) and oral presentation. Such organizing structure provides a good learning pattern for students, since the case studies help students to understand the theories better, combined by online communication with their teachers as back-up [4]. The exemplified project teamwork can be: Teaching communication and interactions through stage and acting play Basically, this assignment will be worked by students themselves. Every group has to present at the least one case. The topic and content will be focused on a situation description and this case will reflect or be picked up from students real daily life, or at the least for the theories included in syllabus. Aside of these mentioned, the groups have no limitation to find or define their cases, as long as there are great interests to work this case among the group s students. The students will also receive the mentoring and tutoring during their case presentation and description. The essential framework and criteria for case are mentioned as: A background description on the persons or actors in the case (their positions and roles in acting) A situation description that includes circumstances, where and when this happened Topic: Related to the syllabus or theories, for example, different expresses or signals on lack of communication? Conflict: What is a conflict? Wherever more than two persons at the same place, there must be a potential for different or contra-dictionary wishes A single person s position and role will always motivate his/her actions Working process and methods The case related stage and acting play shall normally not exceed 10 minutes for each session. Everyone in a group must participate and engage in the acting play. This means everyone in a group must act as a person during a communicative and interactive situation. Everyone shall observe and contribute his/her own acting to make situation changing toward the wished direction. For multi-aspects learning effects, it is expected that every group member will act differently and play as vary actors/roles in such a communicative situation. The intention and expectation of such exercise are: How to build up a personality or role model suitable for tutoring the essential skills on communication and interactions? The intention of the stage and acting play is not necessarily for students to solving the misunderstanding or conflict, but demonstrate and understand the happening of such a situation Constructive and cooperative communicating/supervising toward an individual client, a customer or a colleague can be used as an analysis object/case for other group/students It is also interesting to work with an opponent group so that the interaction process can be demonstrated alive, especially when a everything went wrong case was occurred and discussed Video session for acting play record Every group needs to make a video session in 3-5 minutes to record an acting play where the main focus is the particular skills related with relevant chapter theories. The students will analyze what was happened in this video session, and relevance this will cope with chapter theories and assumptions. They will also summarize their analysis for other students, during the class presentations or seminars. Then their opponent group will make the same analysis (but might be same or different views or conclusions) before an open class debate to follow. The whole process will take approximately 30 minutes. Technology application and media based learning approaches new openings and paradigm According to the experience mentioned above, the pedagogical approaches and information, as well as its handling for such teaching course have the following characteristics: It is topic and case focused, but curriculum based reading It deals with pictures, situations and non-verbal communication with short and repeated video sessions It consists of a number of written documents, mainly analysis reports and evaluations as the basic corn for the final exam 2
3 It opens and needs changing options during the process (video sessions) and interactions (the opponent group s analysis) Such technology application and media based learning approaches provide therefore a new paradigm for LMS using practice: The use of technology will focus on the flexibility and availability for information gathering and processing. The current study has used standard LMS (Blackboard BB) to handle the documents and video streaming to handle the video sessions. The latter provides the possibility to download the short video sessions for ordinary online users, even they only have ISDN/modem access to the internet. In a way, this can be considered as a web based learning laboratory [6], applied in this particular course. THE NEED OF FLEXIBILITY FOR LEARNERS EXPERIENCES AND EVALUATIONS It is important to establish efficient communication links with learners and receive their feedback quickly and frequently. The current course has focused on experiences and observations of learners, and designed a set of survey based course evaluations to follow the course period. The standard questionnaires were deployed and sent to the learners, the course students, and collected back to the course instructors. There have been conducted 4 such midterm evaluations and their outcomes are summarized in table 1. The full class is accounted as 30 students and there are both full-time and part-time students in the class. For data collections, the responding rates have been varied from time to time. Upon the 1 st survey in October 2004, there were 10 fulltime students and 13 part-time students responded the survey. Questions\Evaluation October 2004 (N=23) December 2004 (N=6) January 2005 (N=21) April 2005 (N=10) Multi-choice answers I read/work mostly at My home My workplace During the gathering Other places 87.0% 0% 69.6% 17.4% 100.0% 16.7% 83.3% 0% 95.0% 9.5% 71.4% 4.8% 100.0% 10.0% 90.0% 20.0% Multi-choice answers I read/work mostly on Ordinary working hours 39.1% 66.7% 33.3% 20.0% Evening 69.6% 83.3% 81.0% 90.0% Weekend 47.8% 100.0% 61.9% 90.0% During gathering 47.8% 66.7% 61.9% 80.0% Single-choice answers I put my efforts in 1-10 to read/work with lecture (1=poorest, 10=best) Single-choice answers My expectation reached in 1-10 with course (1=poorest, 10=best) 5.8 average (N=22) Ranking from 3 to average Ranking 3 to average Ranking from 4 to average Ranking 3 to 8 TABLE 1 A SURVEY SUMMARY ON COURSE EVALUATIONS THROUGHOUT COURSE PERIOD 6.0 average Ranking from 3 to average Ranking 2 to average Ranking from 5 to Ranking 2 to 9 Most questions were related with learning situations of learners, thus, where and when are they reading and working for their lectures. Though the survey outcomes seem to be varied over the course period, there are few potential elements can be noticed from the table: A great number of students work mostly t home and very few work at workplace Gathering seems to be an important event, also as working place and available time for working with lectures Other places such as libraries seem not to be the most common place for working with lectures Students tend to work gradually more and more in evening or weekend, and less in ordinary working hours Students tend to make greater and greater efforts for their lecture work Stduents expectations to the course were best at starting, but down gradually until the last evaluation As a conclusion, the notation above indicates the general activities of students, whom consist of full-time and parttime, and their needs of flexibility. Working at home becomes a common pattern for most students, even there is a significant part of full-time students. There might be few reasons, but more self-conducted study and self-organized study approach seems to be one common pattern for many. Working at home provides such flexibility and self-organizing. This is also confirmed by students answer for their preferable working time, which is usually settled at evening or weekend. For part-time students, this is a nature part of their study life, when they have to budget their reading/working hours aside of their ordinary working hours. Communication with supervisors and instructors is also a vital part of this learning process. Gathering is therefore considered as an important event, that can be used both for instructing the technical details of the course and mental or psychological supports to the learners, especially in a start-up phase. It is a common fact that during the gatherings, the 3
4 students work more intensively and efficiently. Gatherings also provide openings for class discussions, exchange of information and experiences, and back-up for technical help for online accesses, and so on. While students make greater and greater efforts for their lecture work, they also tend to decline their expectations to the course. This might have indicated the up and down phases of their learning curve: Even they work harder and harder with lectures, they might face greater challenges gradually, especially their midterm of learning process. From this respect, it seems to make sense to observe their expectations to the course were best at the course starting, but decline after that and reclaim little bit at last evaluation. THE DIVIDED FEEDBACK AND CONTRA EXPERIENCES AMONG THE STUDENTS Table 2 summarized the positive and negative comments from students throughout the course period. Among the comments from students, there seems to be divided and contra aspects: These are positive and enthusiastic about the course organization and content contra these are frustrated and not satisfied. Though this is a common dividing phenomenon for every class, it is still interesting to notice these contra opinions/observations. For example, about LMS/BB (Blackboard), there are two positive comments on that but one negative experience as well from October 2004 survey. Also, from the rest 3 surveys, there seem to be many opposite opinions and experiences from the same course organization. While some say lectures are fun and well informed/organized, some others experienced as lecture abstract and hard to understand. While some experienced good supervising/guiding from the lectures and online following up, some others wished to have more direct and detailed supervising/guiding, and even more relevant cases. Why this distinction and why such contrary? Comments\Evaluation October 2004 (N=23) December 2004 (N=6) January 2005 (N=21) April 2005 (N=10) Most satisfied Course was well organized. Professional lecturers. Positive about LMS (Blackboard) and its functions for discussions and assignments. Efficient organizing of gatherings Exciting and interesting lectures in communication Exciting (but also scared) with video filming, which is a good assignment for us Self-responsibility for own learning Lectures are fun and beneficial, especially acting play part Quick feedback from lecturers/supervisors via e-post Information on course plan was good. Lecturers were well prepared for lectures Interesting lecture content I think lecture in communication part was pretty good Good information from both lectures and internet (BB) Course was well structured and easy to Lectures and possibilities for working and debating in groups in campus Freedom to work independently with assignments Good supervising and following up process, and good information Spent little bit time for getting familiar with follow online LMS, appreciated this LMS way of working Good lectures which is very flexible. That fits very well for me when I am working and having the kids Gatherings are valuable and important, and these are also beneficial. I appreciated group discussions Interesting and beneficial learning plan and curriculum/syllabus Most unsatisfied I wished there was not so much silent while Little bit difficult to work with LMS/Blackboard, maybe should add few exercises for quick learning It took much time to reach the information online Not able to engage in discussions online Nothing to complain. Wish to have weekly lectures, since this is unusual for full-time students We have short days and I feel the time was not spent efficiently Having problems with chat function Still feel needs for faceto-face meetings and discussions Not able to combine the curriculum/syllabus with real cases in kid garden. Few detailed samples to show the theories Working together with full-time and part-time students in a group, could not make this works Too little lectures and little direct contacts with others in the class TABLE 2 A SUMMARY OF COMMENTS FROM THE COURSE EVALUATIONS THROUGHOUT COURSE PERIOD Group composition as fulltime and part-time together did not work Problems for group meetings and discussions online, maybe we are too many, so it is hard to find availability for everyone. Someone in my group has poor online access No inspiration to work online, and wish to have more/longer lectures We have not got substantial content There has been difficult to get LMS/BB to work in the group, as thought One student responded the survey as Exciting (but also scared) with video filming, which is a good assignment for us. Perhaps this is a distinguished and contrary, but also co-existed feeling and experience for a learner/student? This combination of exciting and scared and their co-existed mechanism is the essential motivation or challenge for a learner s appreciation and dissatisfaction for a course. It is nature for one to feel exciting for new assignments or new knowledge, 4
5 and for such case, the motivation will be the dominated part and a learning process will progress. If however, one feel too much scared about new assignments or new knowledge, there will be hard to initiate a learning process or to continue it. Obviously, both elements can be represented within one person or certainly within one class of many students. As mentioned, the current study has exemplified a class of students, composed by fulltime and part-time students. The direct class observation and few in depth interview indicate a clear distinction between these two groups in their opinions and attitudes toward course organization, online learning process and motivations for the study. The fulltime students are usually young, often enrolled directly from secondary school, so most of them are inexperienced in their profession work. They have a great learning curve for coming up to university and college learning patterns, which are usually self-conducted and self-disciplined based. Such flexible and online based learning patterns might not sound familiar for this group of students, so it is understandable that they wish to have more direct or detailed supervising (as indicated both in table 2 and 3). Their knowledge understanding and absorbing seems to be the main challenges for their learning process. The part-time students, on the other hand, are frequently matured and have their daily work aside of this study. Though they might have to budget their limited time for their studies, they are able to compensate time with their work experience. Their learning curve, especially for self-conducted and self-disciplined study might not be that great. They appreciated the flexible and online course organization and work efficiently within a group. However, they will probably deal with their time budget during their course period. Comments\Evaluation October 2004 (N=23) December 2004 (N=6) January 2005 (N=21) April 2005 (N=10) Suggested improvement Get detailed discussion topics in LMS/BB Nothing needs to be changed, the gatherings worked well, wish we start teamwork online Wish to have more practice related assignments at start, since I need extra exercise to use LMS/BB I wished more specific and topic related lectures, rather with cases and samples More teamwork within groups Stay in classroom and work in small groups with cases, since teamwork online did not work Try to be self-active and self-engaged. Individual supervising/guiding Demonstrating more cases/samples related with kid garden Spend whole days together when gathering Do not combine the fulltime and part-time students together Rather work with a case as beginning, and that is the way to learn Detailed assignments to work in LMS/BB Having full days and more lectures Detailed assignments for groups will help us to start Professional related short assignments, so we feel more relevance through lectures Better information for use of LMS/BB If you use ICT, you must be active online More cases related to kid garden professions. Feel this lecture was designed for a leader No suggestion and happy with harvest learning this year More supervising TABLE 3 A SUMMARY OF SUGGESTED IMPROVEMENT FROM THE COURSE EVALUATIONS THROUGHOUT COURSE PERIOD There is a clear potential to combine these two groups students together, so they can learn and support each other. However, their distinctions and different backgrounds seem to be the big hurdle such a combination. It is a challenging task for course organizers to mix them into one group, as they also expressed unwillingness for such combination. Table 3 listed up suggested improvement from students. Even for such suggestions, there are such distinctions noticed, as Do not combine the fulltime and part-time students together or other contra experiences/opinions such as Better information for use of LMS/BB (criticism) versus If you use ICT, you must be active online (positive appraise). This means there is still a need to convince these two groups students work together as one team. Sometimes, one has to consider to tradeoff or balance the authorized directing versus free voluntary self-conducting [1] and compromise the best option. THE IMPORTANCE OF ACTING PLAY FOR LEARNING COMMUNICATION SKILLS Nevertheless, acting play seems to be the most exciting, but also efficient approach for learning communication skills for both two groups. Citations from the student surveys from table 3 about acting play are: Exciting and interesting lectures in communication Exciting (but also scared) with video filming, which is a good assignment for us Lectures are fun and beneficial, especially acting play part I think lecture in communication part was pretty good There were no critical or negative comments toward acting play in the same surveys. Most students agreed this was a new and exciting way to learn communication skills. By acting play, the students are able to exercise, express and play their roles in a settled or thinkable situation. Furthermore, they can record their actions and reactions and study these interactions in details. This approach makes theoretical explanations becoming more alive and understandable. The video clip and records make the knowledge restorable and retrievable. Previous pedagogical research work also supported the learning models associated with this approach. There has been analyzed on learning characteristics related to active students in several active learning models, such as participation 5
6 oriented, action learning, engagement theory and the contributing student [3]. The acting play approach has combined each element above into a particular course and it s organizing. Aside of the traditional acting play and video clip/record approaches, the current study introduced LMS to digitalize the course information, not only for curriculum/syllabus, but also for organizing of video clip/records and analysis reports. In this way, there will be easy for students to access the information and analysis, quick for lecturers/instructors to distribute course plans and summarize the progress updating, available for other analysts to collect and compare the data. By all meanings, this combination of acting play and LMS is an innovative approach for pedagogical teaching. LMS IN NON-VERBAL INTERACTION BASED LEARNING APPROACH OPENINGS AND CHALLENGES The current study has demonstrated using LMS in non-verbal interaction based learning approach. The innovative part of this approach was combined acting play (active motion and expression) and analysis (written and documentation based thinking and reflections), as well as LMS application for this combination in practice. The experience and feedback from the students are mostly positive and beneficial. This LMS applied non-verbal interaction learning pattern provides new openings for pedagogical experiments and debates. The study also opens a possibility to combine the fulltime and part-time students to attending a same class and work together. This combination will result the significant teaching efficiency and reduce the resource spending. In a pedagogical aspect, this will also create a wider and vary composition of an online community, and activate the class debates and learning processes [5]. The challenge part, aside of purely technical hurdling of LMS, is the proper balancing of LMS application and the lecture content. No matter which technique or approach was introduced, whether it was acting play or it was digitalizing of written analysis, there always a need for both. Too much on one side will be too much solo play and it will not work well. The student group process has a good intention, but needs to be stimulated and backed up from the supervisors. As research work indicated, the LMS application combined with continual surveys, evaluations and feedback and following up are the powerful motivation factor for students in an online community [7]. This continuation of communication between lecturers and learners is vital part of study organization and it shall be applied as a standard for most of online courses. The overall experience of this combination approach was good the method can be recommended for further LMS implementations, in other disciplines. The essential elements are acting play combined with written analysis, and LMS application combined video clip/session. Furthermore, the experience and outcomes from this study might compare with research results from online study cases to enrich our knowledge for LMS application, communication skills, acting play or other pedagogical issues. REFERENCES [1] Arneberg, Per, " Læring i dialog på nettet, SOFFs skriftserie 1/2003. [2] Chang, Shujen, L, The Effects of Facilitation on Cognitive Restructuring in an Online Learning Environment, The Journal of Interactive Online Learning, Volume 3, Number 3, Winter 2005, [3] Collis, Betty & Moonen, Jef, Flexible learning in a digital world: experiences and expectations, Open & distance learning series, London : Kogan Page, [4] Greene, H., Carol, " Creating Connections: A Pilot Study on an Online Community of Learners, The Journal of Interactive Online Learning, Volume 3, Number 3, Winter 2005, [5] Jones, Norah & Peachey, Paul, " The Development of Socialization in an On-line Learning Environment, The Journal of Interactive Online Learning, Volume 3, Number 3, Winter 2005, [6] Ko, Chi C., Chen, Jianping & Chen, Ben M., Creating web-based laboratories, New York: Springer, [7] Smith, Cecil, M. & Winking-Diaz, Amy, " Increasing Students'Interactivity in an Online Course, The Journal of Interactive Online Learning, Volume 2, Number 3, Winter 2004, [8] Skarstein, Siv & Toska, Jan, Atle, " Det umuliges kunst? Kritisk faktorer i ledelse og strategi ved satsing på fleksibel utdanning/læring ved et norsk universitet, SOFFs skriftserie 4/2003. [9] Skarstein, Siv & Toska, Jan, Atle, " Fleksibilisering visjoner og valg. Organisatorisk og ledelsesmessige utfordringer i utvikling av fleksible utdanningstilbud ved en norsk høgskole, SOFFs skriftserie 3/2003. [10] Støkken, Anne, Marie & Wilhemsen, Janne, " Jeg har en motor inni meg som driver meg sjøl Livet som voksen fleksibel student, Norgesuniveristets skriftserie 2/
Carolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus
HEALTH CARE ADMINISTRATION MBA ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus Winter 2010 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationPUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school
PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille
More informationSave Children. Can Math Recovery. before They Fail?
Can Math Recovery Save Children before They Fail? numbers just get jumbled up in my head. Renee, a sweet six-year-old with The huge brown eyes, described her frustration this way. Not being able to make
More informationMetadiscourse in Knowledge Building: A question about written or verbal metadiscourse
Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Rolf K. Baltzersen Paper submitted to the Knowledge Building Summer Institute 2013 in Puebla, Mexico Author: Rolf K.
More informationACCOUNTING FOR MANAGERS BU-5190-OL Syllabus
MASTER IN BUSINESS ADMINISTRATION ACCOUNTING FOR MANAGERS BU-5190-OL Syllabus Fall 2011 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of
More informationFearless Change -- Patterns for Introducing New Ideas
Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too
More informationBlended E-learning in the Architectural Design Studio
Blended E-learning in the Architectural Design Studio An Experimental Model Mohammed F. M. Mohammed Associate Professor, Architecture Department, Cairo University, Cairo, Egypt (Associate Professor, Architecture
More informationMotivation to e-learn within organizational settings: What is it and how could it be measured?
Motivation to e-learn within organizational settings: What is it and how could it be measured? Maria Alexandra Rentroia-Bonito and Joaquim Armando Pires Jorge Departamento de Engenharia Informática Instituto
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationBENCHMARK TREND COMPARISON REPORT:
National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationRyerson University Sociology SOC 483: Advanced Research and Statistics
Ryerson University Sociology SOC 483: Advanced Research and Statistics Prerequisites: SOC 481 Instructor: Paul S. Moore E-mail: psmoore@ryerson.ca Office: Sociology Department Jorgenson JOR 306 Phone:
More informationPolicy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy
Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy This document outlines the policy for appointment, evaluation, promotion, non-renewal, dismissal,
More informationPROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI
PROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI Reference: Policy Number 322 and No. 322.1 (A) 3-7-94 (R) 10-10-94 The School District of Lodi shall comply with Standard
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationHCI 440: Introduction to User-Centered Design Winter Instructor Ugochi Acholonu, Ph.D. College of Computing & Digital Media, DePaul University
Instructor Ugochi Acholonu, Ph.D. College of Computing & Digital Media, DePaul University Office: CDM 515 Email: uacholon@cdm.depaul.edu Skype Username: uacholonu Office Phone: 312-362-5775 Office Hours:
More informationExplorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous
Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre
More informationHawai i Pacific University Sees Stellar Response Rates for Course Evaluations
Improvement at heart. CASE STUDY Hawai i Pacific University Sees Stellar Response Rates for Course Evaluations From my perspective, the company has been incredible. Without Blue, we wouldn t be able to
More informationTOPIC VN7 PAINTING AND DECORATING
TOPIC VN7 PAINTING AND DECORATING THEME: EDUCATION & TRAINING LEVELS 1 & 2 ISSUED 2013 L E V E L 2 ESSENTIAL SKILLS INSTRUCTIONS WHAT DO I DO? L Theme E V E Template L 2 Use this to help you: plan an Action-based
More informationKey concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
More informationBachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part
Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...
More informationNATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)
NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1
More informationHow to Develop and Evaluate an etourism MOOC: An Experience in Progress
How to Develop and Evaluate an etourism MOOC: An Experience in Progress Jingjing Lin, Nadzeya Kalbaska, and Lorenzo Cantoni The Faculty of Communication Sciences Universita della Svizzera italiana (USI)
More informationREGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY
REGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY Authorisation: Passed by the Joint Board at the University College of Southeast Norway on 18 December
More informationWe seek to be: A vibrant, excellent place of learning at the heart of our Christian community.
Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing
More informationVirtual Seminar Courses: Issues from here to there
1 of 5 Virtual Seminar Courses: Issues from here to there by Sherry Markel, Ph.D. Northern Arizona University Abstract: This article is a brief examination of some of the benefits and concerns of virtual
More informationWork plan guidelines for the academic year
Work plan guidelines for the academic year 2016-2017 General principles According to the University of Jyväskylä regulations, the Dean makes decisions on faculty work plans. The dean has delegated his
More informationBy Merrill Harmin, Ph.D.
Inspiring DESCA: A New Context for Active Learning By Merrill Harmin, Ph.D. The key issue facing today s teachers is clear: Compared to years past, fewer students show up ready for responsible, diligent
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationBook Review: Build Lean: Transforming construction using Lean Thinking by Adrian Terry & Stuart Smith
Howell, Greg (2011) Book Review: Build Lean: Transforming construction using Lean Thinking by Adrian Terry & Stuart Smith. Lean Construction Journal 2011 pp 3-8 Book Review: Build Lean: Transforming construction
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More information08-09 DATA REVIEW AND ACTION PLANS Candidate Reports
08-09 DATA REVIEW AND ACTION PLANS Candidate Reports Data Observations Implications for Change Action for Change Admitted to TEP Only ~24% of students Recruit more secondary majors Develop recruitment
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationInternship Department. Sigma + Internship. Supervisor Internship Guide
Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies
More informationGod e-læring skabes i samarbejde Fugl, Jette; Monty, Anita
university of copenhagen God e-læring skabes i samarbejde Fugl, Jette; Monty, Anita Published in: Revy Publication date: 2011 Document Version Peer-review version Citation for published version (APA):
More informationUNIVERSITY LEVEL GIMP ONLINE COURSE - FACULTY OF TEACHER EDUCATION (ICT COURSE)
MIPRO 2010, May 24-28, 2010, Opatija, Croatia UNIVERSITY LEVEL GIMP ONLINE COURSE - FACULTY OF TEACHER EDUCATION (ICT COURSE) Krunoslav Bedi Graditeljska škola akovec (School of Building and Crafts) Športska
More informationA non-profit educational institution dedicated to making the world a better place to live
NAPOLEON HILL FOUNDATION A non-profit educational institution dedicated to making the world a better place to live YOUR SUCCESS PROFILE QUESTIONNAIRE You must answer these 75 questions honestly if you
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationUSER ADAPTATION IN E-LEARNING ENVIRONMENTS
USER ADAPTATION IN E-LEARNING ENVIRONMENTS Paraskevi Tzouveli Image, Video and Multimedia Systems Laboratory School of Electrical and Computer Engineering National Technical University of Athens tpar@image.
More informationGREAT Britain: Film Brief
GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the
More informationI. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format.
NEW GRADUATE PROGRAM ASSESSMENT CRITERIA POLICY NUMBER ED 8-5 REVIEW DATE SEPTEMBER 27, 2015 AUTHORITY PRIMARY CONTACT SENATE ASSOCIATE VICE-PRESIDENT, RESEARCH AND GRADUATE STUDIES POLICY The criteria
More informationEvaluation of Usage Patterns for Web-based Educational Systems using Web Mining
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining Dave Donnellan, School of Computer Applications Dublin City University Dublin 9 Ireland daviddonnellan@eircom.net Claus Pahl
More informationEvaluation of Usage Patterns for Web-based Educational Systems using Web Mining
Evaluation of Usage Patterns for Web-based Educational Systems using Web Mining Dave Donnellan, School of Computer Applications Dublin City University Dublin 9 Ireland daviddonnellan@eircom.net Claus Pahl
More informationGenevieve L. Hartman, Ph.D.
Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current
More informationAttention Getting Strategies : If You Can Hear My Voice Clap Once. By: Ann McCormick Boalsburg Elementary Intern Fourth Grade
McCormick 1 Attention Getting Strategies : If You Can Hear My Voice Clap Once By: Ann McCormick 2008 2009 Boalsburg Elementary Intern Fourth Grade adm5053@psu.edu April 25, 2009 McCormick 2 Table of Contents
More informationPractice Examination IREB
IREB Examination Requirements Engineering Advanced Level Elicitation and Consolidation Practice Examination Questionnaire: Set_EN_2013_Public_1.2 Syllabus: Version 1.0 Passed Failed Total number of points
More informationE LEARNING TOOLS IN DISTANCE AND STATIONARY EDUCATION
E LEARNING TOOLS IN DISTANCE AND STATIONARY EDUCATION Michał Krupski 1, Andrzej Cader 2 1 Institute for Distance Education Research, Academy of Humanities and Economics in Lodz, Poland michalk@wshe.lodz.pl
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationFLN Learning Helping your Child succeed
FLN Learning Helping your Child succeed Content Page Introduction 3 Course Structure 3 Skills for Learning 4 Communication 4 Learning Environment at home 4 Support 4 Where is everything? 5 S H T / p a
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
More informationEND TIMES Series Overview for Leaders
END TIMES Series Overview for Leaders SERIES OVERVIEW We have a sense of anticipation about Christ s return. We know he s coming back, but we don t know exactly when. The differing opinions about the End
More informationDoctoral GUIDELINES FOR GRADUATE STUDY
Doctoral GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF COMMUNICATION STUDIES Southern Illinois University, Carbondale Carbondale, Illinois 62901 (618) 453-2291 GUIDELINES FOR GRADUATE STUDY DEPARTMENT OF
More informationWorkload Policy Department of Art and Art History Revised 5/2/2007
Workload Policy Department of Art and Art History Revised 5/2/2007 Workload expectations for faculty in the Department of Art and Art History, in the areas of teaching, research, and service, must be consistent
More informationProcess improvement, The Agile Way! By Ben Linders Published in Methods and Tools, winter
Process improvement, The Agile Way! By Ben Linders Published in Methods and Tools, winter 2010. http://www.methodsandtools.com/ Summary Business needs for process improvement projects are changing. Organizations
More informationSupplemental Focus Guide
A resource created by The Delphi Project on the Changing Faculty and Student Success www.thechangingfaculty.org Supplemental Focus Guide Non-Tenure-Track Faculty on our Campus Supplemental Focus Guide
More informationEDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationProfessional Development and Training for Young Teachers in Russia
Professional Development and Training for Young Teachers in Russia Marina Pinskaya, Alena Ponomareva, Sergey Kosaretsky Received in February 2016 Marina Pinskaya Candidate of Sciences in Pedagogy, Lead
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationEvaluation of Hybrid Online Instruction in Sport Management
Evaluation of Hybrid Online Instruction in Sport Management Frank Butts University of West Georgia fbutts@westga.edu Abstract The movement toward hybrid, online courses continues to grow in higher education
More informationAUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES
AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding
More informationEDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall
More informationIntroduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
More informationPSY 1010, General Psychology Course Syllabus. Course Description. Course etextbook. Course Learning Outcomes. Credits.
Course Syllabus Course Description This course is an introductory survey of the principles, theories, and methods of psychology as a basis for the understanding of human behavior and mental processes.
More informationBold resourcefulness: redefining employability and entrepreneurial learning
Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:
More informationWildlife, Fisheries, & Conservation Biology
Department of Wildlife, Fisheries, & Conservation Biology The Department of Wildlife, Fisheries, & Conservation Biology in the College of Natural Sciences, Forestry and Agriculture offers graduate study
More informationteaching issues 4 Fact sheet Generic skills Context The nature of generic skills
Fact sheet Generic skills teaching issues 4 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a
More informationMBA6941, Managing Project Teams Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives.
MBA6941, Managing Project Teams Course Syllabus Course Description Analysis and discussion of the diverse sectors of project management leadership and team activity, as well as a wide range of organizations
More informationSuccess Factors for Creativity Workshops in RE
Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today
More informationFilms for ESOL training. Section 2 - Language Experience
Films for ESOL training Section 2 - Language Experience Introduction Foreword These resources were compiled with ESOL teachers in the UK in mind. They introduce a number of approaches and focus on giving
More informationWhat effect does science club have on pupil attitudes, engagement and attainment? Dr S.J. Nolan, The Perse School, June 2014
What effect does science club have on pupil attitudes, engagement and attainment? Introduction Dr S.J. Nolan, The Perse School, June 2014 One of the responsibilities of working in an academically selective
More informationThe Incentives to Enhance Teachers Teaching Profession: An Empirical Study in Hong Kong Primary Schools
Social Science Today Volume 1, Issue 1 (2014), 37-43 ISSN 2368-7169 E-ISSN 2368-7177 Published by Science and Education Centre of North America The Incentives to Enhance Teachers Teaching Profession: An
More informationTEACHER'S TRAINING IN A STATISTICS TEACHING EXPERIMENT 1
TEACHER'S TRAINING IN A STATISTICS TEACHING EXPERIMENT 1 Linda Gattuso Université du Québec à Montréal, Canada Maria A. Pannone Università di Perugia, Italy A large experiment, investigating to what extent
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationTRANSFORMING THE SYSTEMS MOVEMENT
May 26, 2004 1 TRANSFORMING THE SYSTEMS MOVEMENT Russell L. Ackoff The situation the world is in is a mess. This hardly requires documentation; it's obvious. Furthermore, as Leslie Gelb observed (1991),
More informationUniversity of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4
University of Waterloo School of Accountancy AFM 102: Introductory Management Accounting Fall Term 2004: Section 4 Instructor: Alan Webb Office: HH 289A / BFG 2120 B (after October 1) Phone: 888-4567 ext.
More informationEntrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany
Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationIMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER
IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationPublic Speaking Rubric
Public Speaking Rubric Speaker s Name or ID: Coder ID: Competency: Uses verbal and nonverbal communication for clear expression of ideas 1. Provides clear central ideas NOTES: 2. Uses organizational patterns
More informationSwinburne University of Technology 2020 Plan
Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing
More informationSubmission of a Doctoral Thesis as a Series of Publications
Submission of a Doctoral Thesis as a Series of Publications In exceptional cases, and on approval by the Faculty Higher Degree Committee, a candidate for the degree of Doctor of Philosophy may submit a
More informationGuide to Teaching Computer Science
Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of
More informationNew Ways of Connecting Reading and Writing
Sanchez, P., & Salazar, M. (2012). Transnational computer use in urban Latino immigrant communities: Implications for schooling. Urban Education, 47(1), 90 116. doi:10.1177/0042085911427740 Smith, N. (1993).
More informationB. How to write a research paper
From: Nikolaus Correll. "Introduction to Autonomous Robots", ISBN 1493773070, CC-ND 3.0 B. How to write a research paper The final deliverable of a robotics class often is a write-up on a research project,
More informationModule Title: Teaching a Specialist Subject
MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training
More informationAviation English Training: How long Does it Take?
Aviation English Training: How long Does it Take? Elizabeth Mathews 2008 I am often asked, How long does it take to achieve ICAO Operational Level 4? Unfortunately, there is no quick and easy answer to
More informationThe influence of staff use of a virtual learning environment on student satisfaction
205 1 The influence of staff use of a virtual learning environment on student satisfaction Olaf Hallan Graven, Magne Helland, and Prof. Lachlan MacKinnon Abstract The use of virtual learning environments
More information2017 FALL PROFESSIONAL TRAINING CALENDAR
2017 FALL PROFESSIONAL TRAINING CALENDAR Date Title Price Instructor Sept 20, 1:30 4:30pm Feedback to boost employee performance 50 Euros Sept 26, 1:30 4:30pm Dealing with Customer Objections 50 Euros
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationOFFICE OF HUMAN RESOURCES SAMPLE WEB CONFERENCE OR ON-CAMPUS INTERVIEW QUESTIONS
OFFICE OF HUMAN RESOURCES SAMPLE WEB CONFERENCE OR ON-CAMPUS INTERVIEW QUESTIONS General: 1. We have your resume here in front of us. Please tell us briefly about your career background and why you re
More informationTHE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG
THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG Daristya Lyan R. D., Gunadi H. Sulistyo State University of Malang E-mail: daristya@yahoo.com ABSTRACT:
More information