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Matt LeClair

Action Research @ actionresearch.net - 0 views

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    n a living educational theory approach to action research, individuals hold their lives to account by producing explanations of their educational influences in their own learning in enquiries of the kind, 'How am I improving what I am doing?' They do this in contexts where they are seeking to live the values they use to give life meaning and purpose as fully as they can. The living educational theories of professional educators and other practitioner-researchers usually explain their educational influences in the learning of their students and can also explain their educational influences in the learning of social formations. See www.actionresearch.net/writings/livtheory.html.
Matt LeClair

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

  • 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?
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    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

Understanding life experiences through a phenomenological approach to research - 0 views

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    Phenomenology is one of many types of qualitative research that examines the lived experiences of humans.(1) Phenomenological researchers hope to gain understanding of the essential "truths" (ie, essences) of the lived experience.
Matt LeClair

Lumzy - 0 views

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    "Lumzy is a mockup and prototyping tool for websites and applications. By "mockup", we mean a quick sketch that gives an idea of what the site or application you are planning to build will look like. When we say "prototype", we're referring to something functional, and with Lumzy we're NOT talking about simply page-linking (like so many other so-called "prototyping" tools provide). No way, we're talking about functional prototypes - where a user can perform events such a clicking on buttons, selecting values from dropdowns, filling in text fields, scrolling lists, etc..., and those events can trigger actions. These actions provide the client with the experience they'd expect from a functioning site or application, such as seeing popup windows, or alert messages, or being taken to other pages or even to other websites (yes you can launch real "live" URLs from within your prototype). "
Michelle Green

Education, Social Media, and Ethics: Howard Gardner, Harvard Graduate School of Education - 2 views

  • Howard Gardner, Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education, discusses the GoodPlay Project, an ongoing study that explores the ways in which young people’s use of social-networking sites, blogging, online games, and other forms of digital media are shaping their “ethical minds” in that realm.
  • Related posts:School change: Social media, it’s everywhere … except schools.’ Social Media Revolution 2 (Refresh) Spreadsheet of Tech Tools & Social Media in Schools KidBlog & Club Penguin: Social Media for the Little Guy Crowd! Classroom 2.0 LIVE show: Using Social Media with Students, Parents and Faculty
Matt LeClair

Powerful Learning Practice Live Conference - Inspire. Collaborate. Shift. - 0 views

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    We provide professional development for 21st century educators. Our brand of job-embedded learning is built around social media and Web 2.0 tools. Our participants are part of intensive, organic, learner-directed, collaborative communities of practice that focus on leveraging emerging technologies as tools for deep learning and principled change.
Matt LeClair

Maslows Hierarchy and Employee Engagement - 0 views

  • How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
  • Biological and Physiological Needs: These are basic human needs including food, water and shelter. Organisations can buy them lunch, offer gift cards and give time off for necessary day-to-day tasks. It not only makes their life easier but also gives them a chance to retain with the organisation. Safety Needs: Safety needs include good shelter, protection, safety, security, law and order and stability. Once human beings have enough for food, water and shelter, they want to live a comfortable and safe life. Again the mantra of keeping them with the organisation is to pay. Pay for food and loan them an amount to build their own home or buy a vehicle. Organisations can also support their children education. Belonging Needs: It is a basic human need that they always want to be associated with something. They want to belong and to be belonged. The managers can establish friendly relationships with their subordinates so that they feel that they are an important asset of the organisation and they add value to it. Including them in decision making process or any other sensitive issue springing up within the workplace is a good idea. Also involve them in improvement teams where they really can contribute something substantial. Self Esteem: According to Maslow’s Hierarchy model, the fourth stage of one’s life is to attain a status in the society as well as in professional life. Besides this, a sense of achievement and recognition of their efforts play a vital role. Organisations which are successful in recognising the efforts of employees and reward them for their performance and contribution are able to retain their talent. Issuing newsletters recognising their contribution or giving a think you card or awarding them with a trophy can serve the purpose. Self Actualisation: It is the last stage in the Maslow’s Hierarchy model that is about growth and fulfilment in personal and professional life. By this time, individuals are well settled in life and are able to contribute through their work experiences. It is the time when organisations can make them feel empowered by giving them leadership authority, autonomy to take decisions and training opportunities. Employee engagement is a science as well as an art. It takes into account all tangible and intangible factors related to human life directly or indirectly.
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    How to tap the potential of employees who are not actively engaged or are disengaged? Yes, the management studies conducted over last few years have revealed that only 11 percent of the total employee strength is actively engagement and feels a strong commitment towards their work and workplace. The rest 89 percent of the employees are either not actively engaged or disengaged. This means that the organisations are able to tap the potential of only 11 percent employees. Encouraging the rest of the workforce is still a big challenge for them.
Matt LeClair

Personal Mission Statement Examples | Mission Statement Builder | FranklinCovey - 1 views

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    You have a purpose in life. You know in your heart what's most important to you. In fact, your mission and values are expressed every day, by how you live-you just may not realize it. We're here to help you find the right words to put that mission down on paper.
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