myple (Personal Learning Environment)

Assessments - Semester 2 2007.

2007-08-02T19:41:00.000-07:00

Colour Coding:
Required before the 2 week break
Complete

eLearning Experiences: 12noon-2pm
Assignment 1: 24th August (pass/fail)
Assignment 2: 21 September (35%)
Assignment 3: 2 November (51%)
Assignment 4: 2 November (14%)

Effective Program Delivery: 2pm-4pm
Assignment 1, 1500-2000 word essay: 5 September (50%)
Assignment 2, 1500-2000 word essay: 31st October (50%)

Educational Management: 5pm-7pm
Assignment 1, 1500 word essay: 19th September (50%)
Assignment 2, 1500 word essay: 31st October (50%)

Research and Inquiry: 7pm-9pm
One hour test: 3rd September (30%) (Rick to post details on UTSOnline)
Research Plan: 1500-2000 words: 12 November (70%)

Assessments - Semester 1 2007.

2007-03-02T15:37:00.000-08:00

Assessment Activities:

Teaching and Learning in Practice (Graded Subject)

Portfolio Assignment 1 - Due: 3rd April (65%)

In class quiz - 1st May (35%)

Portfolio Assignment 2 - Due: 29th May (65%)

Professional Practice 1 (NOT Graded)

Report (1000-1500 words) - Due 23rd May (20%)

Portfolio - Due: 30th May (50%)

Observation - Date TBA (30%)

Communication & Learning (Graded Subject)

Task 1 - Academic Reading and Writing Assignments

-Component 1 - Plan 20th March

-Component 2 - Introduction 27th March

-Component 3 & 4 - Literature Review & Reference List 3rd April

Task 2 - Oral presentation conducted in a team

- Component 1, Annotated bibliography Due: 13th March

- Component 2, Written Reflection (500words) Due: 22nd May

- Component 3, Oral presentation Due: 29th May

Analytic Essay (1500 words) Due: 5th June (OPTIONAL)

Adult Learning in context (Graded Subject)

Assignment 1 (1000-1500 words) - Due: 27th March (40%)

Assignment 2 (2500-3000 words) - Due: 3rd June (60%)

Web 2.0 ... The Machine is Us/ing Us

2007-02-07T16:43:00.000-08:00

Digital ethnography anyone?

Subjects for 2007 - Semester 1

2007-01-24T14:07:00.000-08:00

Uni day - Tuesday

Teaching and Learning Practice
12-2pm, Room CB 10.5.340

Professional Practice 1
2-4pm, Room CB 01.19.27

Communication and Learning
4:30-6:30pm, Room CB 10.5.340

Adult Learning in context
7-9pm, Room CB 06.04.16

2006 Assessments COMPLETE!!!

2006-10-27T19:34:00.000-07:00

Finally all my assignments are complete.... what a relief.

Now this looks interesting. IT for learning?

Vocational Education Practices 2 - Week 10 Notes.

2006-10-03T22:40:00.000-07:00

Video Notes - John Clease

Coaching; Generally 2 parts hands on and 1 part hands off
1. Identify the goals
- What to do?
- How long to do it?
- Where to start?

2. Promote discovery
- If wrong explain why
Use Active Listening, Be quiet to listen, Don't interupt, Ask questions & Sum up what is discussed.

3. Draw out consequences
- Why? Is it good or bad.

4. Share your experiences
- Good experiences or bad experiences.

5. Set parameters
- Where are we going, what can you do.

6. Authorise & Empower
- Make sure if/when delegating the person has authority to carry out the task.

7. Recap
Ensure at the end of each meeting that everyone knows what steps need to be carried out.

Reminder notes on writing an Report.

2006-09-20T21:22:00.000-07:00

The purpose of a report is to give the reader clearly organised information or data about a situation or problem you have investigated.

Generally, report assignments expect a particular format where you organise your material clearly by the use of headings, subheadings and numbered points to provide sequenced descriptions and explanations.

Example of headings that could be used;
1. Introduction, Background, Context
2. Method, Methodology
3. Findings, Results, Data
4. Discussion, Analysis
5. Conclusion
6. Recomendations
Reference List
Appendicies

Introduction-
The purpose of the intro is to provide the reader with an overview of what is to come and a rationale or justification for it.
Describe the aim and objectives clearly.
This study aims... ...is limited to...

Method-
List in order the steps or procedures undertaken in your investigation.
Use past tense if the events have taken place.
It is expected you use impersonal sentence structures. Eg. Two hundred questionaires were distributed... rather than We distrubted the questionaires...

Findings-
Clear and Logical information. Use of tables and charts may be useful.
In keeping with a impersonal structure use things like It was found that...
Comparative terms may be useful, Eg. More students reported...

Discussion / Analysis-
This section of a report resembles a short essay in that it is a connected series of sentences that explain and argue for an interpretation of the evidence in a report.

Conclusion-
Similar to that of an essay.
Reminds the reader of the overall purpose of the report, the steps through which it progresssed and its overall findings ect.
No new material should be introduced into the conclusion.
This study has investigated....
On the basis of this evidence...
... in the context of...
... and it has found...

Checklist-
Table of contents formatting matches that in the report. eg. bold, underlined.
Introduction sets a clear purpose and scope.
Aims/objectives mentioned in the introduction and refered to in the findings and discussion in the same order.
Conclusion reiterates the introduction and leads to any rcomendations
Appendices are separately collated and refered to appropriately in the text.

Remaining ASSESSMENTS -

2006-09-18T18:59:00.000-07:00

FINISHED - STARTED - NOT STARTED

Identity, Culture & Communication
Assessment 2 -
Discussion of teaching/learning context
24 October
Essay (2000 words)

Adult Educational Psychology
Assessment 2 -
Essay (1500-2000 words)
7 November

Vocational Education Teaching Practices 2
Assessment 1 -
Field Research Report
24 October

Assessment 2 -
Planning , Demo, Analysis & Evaluation of a selected group learning strategy.
7 November

Lesson Observation.
30th October 2006

Using IT for Learning
Assessment 2 - TBA (10% WWW quiz)
Early October
Module 3 - 35%
Monday 21st November

Voc. Ed. 2 - Summary, My first teach: A trainers life behind the scenes. Mike Renzi

2006-08-25T18:56:00.000-07:00

I thought this article was interesting and summarised a few points to remember or refer to later.

When preparing to become a good teacher there are four 'pillars' necessary. Knoweledge, experience, personal qualities or skills & class preparation.

Knowledge,

First and foremost a teacher need to know the subject matter. It is imperitive for all teachers to maintain their technical knoweledge and skills related to the subject they are teaching.
When teaching technical matter, it becomes readily apparent to students if a teacher does not have the prerequisite knoweledge to lead the class.

Experience,

For a teacher job related experience and strong knoweledge of the subject are invaluable. A teachers ability to share experiences, good and bad, to retell stories with the students and provide some 'tricks' relative to the subject will add to the teachers credibility and value to the students experience. Using experience to provide advice about some of the potential pitfalls, teachers bring realism into the classroom and save students valuable time when the get back on the job.
A teachers ability to bring reality into the classroom is frequently the differentiator between a good teacher and a great teacher. Teachers can weave 'war stories' into the classroom and solicit similar experiences from the students.

Personal qualities & Skills,

Passion: Teachers need to want to be in the classroom, sharing their knoweledge and skills with others.
Care: Great teachers care about others and feel responsible for ensuring that students learn and meet their personal & professional needs.
Constructive Criticism: A teacher must be able to take constructive criticism.
Organisation: Being organised is a true asset of the teacher.
Preparation: A willingness to invest time in preparation is an essential quality. Every class requires preparation. The ill prepared teacher is doomed for failure.
Interactivity: Maintaining an atmosphere of interactivity, teachers should make students feel comfortable with their ability to question, challenge and add to a discussion.
Control: Controlling and redirecting anxiety and adrenalin flow puts the teacher in control of emotions instead of the reverse.

Class preparation:

A good teacher realises there is homework to be done for each class.

Psychology - Exam notes.

2006-08-24T00:23:00.000-07:00

Notes to - In class open book exam, Week 7, 12 September.
Total marks 40, 40% of subject grade.
4off questions,

Question 1 - (15 marks)
3 short questions on the in class exercise conducted week 4, reviewed week 5.

Question 2 - (15 marks)
Information processing model of learning.
2 readings relevant,
i. Reader p176-191 A. Woolfolk - Information processing model.
ii. Reader p146-149 J. Sweller - Some cognitive processes and their consequences for organisation and presentation of information.

Question 3 - (5 marks)
Pick from 1 of 2 questions.
i. Ausubel's theory - ideas covered in Week 5 of lectures.
or
ii. A question from the first readings.
reader p1-10. Accretion, tuning & restructuring: Three modes of learning.

Question 4 - (5 marks)
Pick from 1 of 2 questions.
A question on Classical Conditioning or Operant Conditioning

Reminder notes on writing an Essay.

2006-08-15T19:30:00.000-07:00

Essay, (Typically formal style)

A single connected & cohesive text.
Needs to be substantiated , there is evidence, examples & explainations for claims that are made.
Generally the questions are open type & can be controversial or debatable.
Double spacing between lines (to allow comments)

Introduction -

State the thesis & take a position. eg. This essay will argue that examinations are useful in an adult educational context.

Outline how you will argue the thesis.

The introduction identifies the task being addressed, provides some context for the writing and previews the thesis statement (point of view of the writer). The reader should have not doubt of the direction of the assignment.
When its your opinion, 'I will.....' or 'I believe that....'
When referring to scholarly sources, 'Blogs argues that .......' or 'Blogs says/argues 'x' while .....'
Be critical of authors opinion if necessary & ask questions.

Must state WHAT & HOW you plan to argue the thesis.

eg.
1st outline 'x' work.
2nd outline 'y's' contradicting idea
3rd compare to my teaching environment
4th draw conclusions

Narrow the topic, focus the question or thesis. (So can't be accused with being too broad)

Body -

Where the writing is expected to provide the reader with connected & logical information, substancialted by research. Evidence of your research and thinking are assembled.

DEVELOPS the argument in support of the thesis.
Referencing (Harvard style)
Address the thesis.
Use terms such as 'further more' & 'consequently' to maintain flow of arguments.
It attempts to persuade the reader into agreement of the thesis.

The first sentence should provide a connection to the previous paragraph,
eg. similarly..., on the one hand..., on the other..., although..., The strength of this view..., The advantages..., The negatives..., This view ignors/emphasises/is limited by..., another..., feature..., in addition..., furthermore..., The next significant feature... or Consequently...
Remenber each paragraph must be relevant.

Conclusion -

It sums up the arguments of the whole text, drawing together the main threads. Somewhat similar to the introduction.
'I have argued that......'
'The main focus of researchers x, y & z is on such areas has shown ......'
'I have used x, y & z to outline that .....'

possibly the essay asks further questions, 'This study raises further questions for future study...'

It is essential to proofread assignments.

Timetable. (Semester 2, 2006)

2006-08-11T17:33:00.000-07:00

12noon - 2pm,
Vocational Education Teaching Practices 2
04.02.35
Peter Russell

2pm - 4pm,
Identity, Culture & Communication
10.5.330
Keiko Yasukawa

4:30pm - 6:30pm,
Adult Education Psychology
06.03.19
Peter Russell

7pm - 9pm,
Using IT for Learning
06.02.13
Maria Rodoneda

Assessment Schedule. (Semester 2, 2006)

2006-08-10T02:27:00.000-07:00

Identity, Culture & Communication
NON GRADED SUBJECT
Assessment 1 -
A. Log of activities & Reflection
15 August (complete)
B. i. Class Presentation (Chapter 2 of text)
29 August
ii. 1st Person recount with reference to readings
5 September

Assessment 2 -
Discussion of teaching/learning context
24 October
Essay (2000 words)

Adult Educational Psychology
GRADED SUBJECT
Assessment 1 -
Open Book Exam
12th September

Assessment 2 -
Essay (1500-2000 words)
31 October

Vocational Education Teaching Practices 2
GRADED SUBJECT
Assessment 1 -
Field Research Report
24 October

Assessment 2 -
Planning , Demo, Analysis & Evaluation of a selected group learning strategy.
7 November

Lesson Observation.
TBA

Using IT for Learning
GRADED SUBJECT
Module 1 - 20%
11 August (Complete)
Module 2 - 35%
Assessment 1 - 13 October (25% Hotlinks)
Assessment 2 - TBA (10% WWW quiz)
Module 3 - 35%
TBA
Attendance & participation in class & online activities - 10%