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Matt LeClair

Brandon Hall - Technology Selection Methodology - 0 views

brandonhall.com/technology-methodology.php

best practices methods resources brandon hall technology selection methodology research organization consulting best practice resource

shared by Matt LeClair on 28 May 13 - No Cached
  • Matt LeClair on 28 May 13
     
    Choosing the right learning or talent management technology is a daunting task. A bad decision could cost an organization immeasurable time and dollars, not to mention the negative impact on talent development. Whether an organization is considering keeping its current learning or talent management technology, or exploring the replacement or supplement of its current technology, Brandon Hall Group's consulting team can provide expert analysis and recommendations. Our proven technology selection methodologies accelerate the time to decision by leveraging Brandon Hall Group's key practices and great research from over 25 industry sectors, covering small and large organizations, public, government, non-profit, and global.
Matt LeClair

How to Choose the Best Chart for Your Data - 0 views

lifehacker.com/...e-the-best-chart-for-your-data

resources data chart presentation Visualization charts how to research tufte

shared by Matt LeClair on 15 May 12 - No Cached
  • Matt LeClair on 15 May 12
     
    Numbers don't lie, but a bad chart decision makes it extremely difficult to understand what those numbers mean. Before you put together another PowerPoint presentation, make sure your pick the right type of chart to clearly communicate the information you want to share. Here's how.
Matt LeClair

How Full Is Your Bucket? Resources - 0 views

strengths.gallup.com/...Full-Bucket-Resources.aspx

bucket resources full positive questionnaire tools learning research survey qualitative measurement psychology strengths individualization preference recognition praise positivepsychology scorecard

shared by Matt LeClair on 20 Mar 12 - No Cached
  • Matt LeClair on 20 Mar 12
     
    " The key to great bucket filling is individualization. Each person has unique preferences for receiving recognition and praise. For bucket filling to be meaningful to the recipient, it must be personalized and specific to what that person needs. Use the Gallup Recognition Interview to find out what fills the buckets of your friends, family members, and colleagues. (PDF)Gallup Recognition Interview Every time you fill a bucket, you're setting something in motion. How much bucket filling do you do compared to others? Do you have low impact, some impact, or high impact on your environment? Consider printing the Positive Impact Test statements, and use them as your guide for improvement. (PDF)Positive Impact Test statements Think about your most recent interactions. Were they more positive or more negative? Did you give someone a compliment, or did you choose to make a negative comment instead? Once you become aware of your positive-to-negative interaction ratio, you can consciously begin to reduce and eliminate bucket dipping from your life. Keep track with the Interaction Scorecard. (PDF)Interaction Scorecard How Full Is Your Bucket? > Purchase How Full Is Your Bucket? How Full Is Your Bucket? For Kids New from Tom Rath and Mary Reckmeyer "
Matt LeClair

Teaching Perspectives Inventory - 1 views

teachingperspectives.com/...tpi_frames.htm

teaching style assessment pedagogy education

shared by Matt LeClair on 21 Sep 11 - Cached
  • Matt LeClair on 21 Sep 11
     
    The Teaching Perspectives Inventory can help you collect your thoughts and summarize your ideas about teaching. It can be useful in examining your own teaching as well as helping clarify the teaching views of other people. The TPI is quick to complete - it usually takes no more than 10-15 minutes to answer all the questions and to automatically score your results. You may also choose to print out your profile sheet to help you visualize and interpret your scores.
Matt LeClair

WORDPRESS GOD: 300+ Tools for Running Your WordPress Blog - 0 views

mashable.com/...or-running-your-wordpress-blog

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shared by Matt LeClair on 06 Jan 12 - Cached
  • eStats – Full featured statistics including referrers and popular pages
  • FireStats – Full featured statistics including referrers and popular pages.
  • FireStats – Full featured statistics including referrers and popular pages.
  • ...21 more annotations...
  • FireStats – Full featured statistics including referrers and popular pages.
  • ics including referrers and popular pages.
  • ics including referrers and popular pages.
  • FireStats – Full featured statistics including referrers and popular pages.
  • FireStats – Full featured statistics including referrers and popular pages.
  • FireStats – Full featured statistics including referrers and popular pages.
  • WP-Post Ratings – Allows readers to rate your posts.
  • nline Ajax Page – Displays a snippet of a post and then allows the reader to click a button to load the full entry without going to another page.
  • Tagboard Widget – Adds an auto-updating tagboard to your site that displays new messages as they are posted.
  • wp-chunk – Truncates long URLs in comments to prevent them from stretching the page.
  • WP-Most Commented Posts – Displays the posts with the most comments in the sidebar.
  • Simple CoComments – Tracks the conversation across blogs.
  • Comment Karma – Digg-style voting on comments.
  • Google Analyticator – Inserts Google Analytics code on every WordPress page.
  • Leprakhauns Word Count – Adds a Java powered word counter to your editing page.
  • Simple Tagging – Simplifies the tagging process to drop down menus and includes the ability import from your current tagging plugins.
  • Playing Music Del.icio.us MP3 Player – Makes links to MP3s in your posts playable and easily postable to del.icio.us. Audio Player – Inserts a simple MP3 player into your posts that plays uploaded audio files. XSFP Player – Flash player that allows you to embed music on your blog via http.
  • WP OnlineCounter – This plugin counts the number of readers currently online, highest number of visitors at the same time, and the total count of visitors.
  • mpress – Display number of users, posts, pages, comments, categories, words, and more on your blog.
  • Limit the size of main page posts – Set the number of words you want each of your main page posts to contain so that if they exceed that limit, a link is provided to a page with the complete post.
  • Phoogle – Add Google Maps with markers you choose to any of your posts.
Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

www.actionresearch.net/...arplanner.htm

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shared by Matt LeClair on 04 Jan 12 - No Cached
  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
  • ...20 more annotations...
  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
  • Matt LeClair on 04 Jan 12
     
    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
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