PPT-Reflection on the 6 Characteristics of Online learning

By Charlie Henze What would I Choose Which class would you choose I would choose to be a hybrid learner because I do well when told how to do something then being able to do independent learning after words . a . Sculpture Vulture?. A technology mediated learning experience created by MCMD Group.. The Rationale underpinning the design of the learning . experience. Neglected curriculum component and its NB . Emine . Erçıkan. Abalı, PhD. Department of Biochemistry and Molecular Biology. M1 Course Director. Biomedical Sciences . Digestive Systems, Nutrition and Metabolism. by Morgan . Weistling. b.1964 . Engaging Students Through Community-Based Learning. Lance Arney, Ph.D.. Associate Director . and . . Director . of Service-Learning. Office of Community Engagement and . Partnerships. larney@usf.edu. Thomas College . Name. . Major. . Expected date of graduation. . Email address. Overview. Learning Standards. Learner Development. Learning Differences. Learning Environments. Current Knowledge. Innovative Applications of Content. PG Dip pre-service full time. Reflection. How many of you are good at reflection?. Why? (not). Write your answers down in 3 sentences. Why reflect?. Reasons? Brainstorm them. To improve teaching practice. Jacqueline A England. Dr Mark Wareing. David Mathew. Where is Luton?. Luton. University of Bedfordshire. Nursing Campuses. The . INACSL standard VI (2013) supports debriefing for all simulation–based learning experiences, which should be aimed at promoting reflection. . Work Term Report Alternatives. Presented by . Claudia Sperling, Program Manager,. UVic’. s. . Co-operative Education Program and Career Services. Background:. How did we get here. ?. Students’ “feedback”. EDL 301: Student Development in the Residence Halls. What is reflection?. “Reflection is a form of mental processing – like a form of thinking – that we use to fulfill a purpose or achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (Moon, 2001).”. Dr Stephen Powell. Sessions aims. Gain a better understanding of the needs of your learners. Inform a personal learning and teaching philosophy based on theoretical concepts and models. Develop an awareness of reflective practice in a teaching context and be able to use a simple reflective tool to help improve your sessions. Lance Arney, Ph.D.. Associate Director . and . . Director . of Service-Learning. Office of Community Engagement and . Partnerships. larney@usf.edu. . www.usf.edu/engagement. . Service-learning workshop. Lance Arney, Ph.D.. Associate Director . and . . Director . of Service-Learning. Office of Community Engagement and . Partnerships. larney@usf.edu. . www.usf.edu/engagement. . Service-learning workshop. The P.A.R.E. M odel offers a structured approach to high - quality service - learning experiences, which include the key components of Preparation, Action, Reflection, and Evaluation. Preparation Pr The PARE Model offers a structured approach to high-quality service-learning experiences which include the key components of Preparation Action Reflection and EvaluationPreparationPreparation of parti April 25, 2011. Presenter: Barbara Jacoby, Ph.D.. 1. Overview of Agenda. Service-learning and student success. Models of service-learning in the curriculum. Fundamental principles of reflection and reciprocity.