Group items tagged evaluation - Skipulagning og framkvæmd fræðslu

Grein um aðferðir til að kynna námskeið - 15 views

aðferð til námskeiðskynningar

started by Rosa olof olafiudottir on 08 Mar 12 no follow-up yet

Bjarne Wahlgren: Educating professionals How to develop a curriculum for professionals? - 2 views

ncfk.dpu.dk/...Paper__BW_maj_2011.pdf

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shared by Hrobjartur Arnason on 10 Jan 12 - No Cached

Hrobjartur Arnason on 10 Jan 12

The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.

<div class="cArrow"> </div><div class="cContentInner">The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.</div>

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Bjarne Wahlgren: Educating professionals - Forskning - Aarhus Universitet - 2 views

pure.au.dk/...d-4195-93ff-b7538cd124ef).html

SFFF Kennaramenntun fullorðinsfræðsla

shared by Hrobjartur Arnason on 08 Jan 12 - No Cached

Hrobjartur Arnason on 08 Jan 12

The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.

<div class="cArrow"> </div><div class="cContentInner">The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.</div>

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Instructional System Design: The ADDIE Model - A Handbook for Practitioners - 1 views

www.nwlink.com/...sat.html

ADDIE instructional design SFFF

shared by Hrobjartur Arnason on 13 Mar 12 - Cached

Björk Felixdóttir on 13 Mar 12

This version of the ISD model is also known as ADDIE (Analysis, Design, Development, Implement, Evaluate) and SAT (System Approach to Training). Note that the Implement may also be referred to as Deliver.

<div class="cArrow"> </div><div class="cContentInner">This version of the ISD model is also known as ADDIE (Analysis, Design, Development, Implement, Evaluate) and SAT (System Approach to Training). Note that the Implement may also be referred to as Deliver.</div>

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Jafningjamat - 4 views

Ég hef verið að lesa mér til um jafningjamat sem mér finnst mjög spennandi system og ég datt niður á þessa grein http://eric.ed.gov/PDFS/EJ938586.pdf sem er eftir Jennifer M. Brill, Virginia Tech...

evaluation professional practice peer review Kennsluaðferð Rannsóknargrein

started by Linda Osk Sigurdardottir on 19 Mar 12 no follow-up yet

What We Have and Haven't Learned | Faculty Focus - 3 views

www.facultyfocus.com/...hat-we-have-and-havent-learned

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shared by Hrobjartur Arnason on 07 Apr 15 - No Cached

We’ve also discovered that technology has the power to change teacher-student relationships vis-à-vis social media and the many new ways it offers teachers and students to connect. It’s causing us to revisit professional boundaries—how, on what terms, and in what places should teachers and students interact. Our learning about this is still very much in progress.
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Technology now makes access to information unbelievably easy. Answers are but a touch or a click away and yet we’re still covering content like we’re the keepers of information. Technology has changed the role of content, but most of us don’t seem to have noticed. Why aren’t we doing more to teach students how to evaluate information, synthesize and integrate it, and know when there’s enough of it? Why aren’t we grappling with how much information is enough in our courses? Will we ever challenge the assumption that more is always better?
- Hrobjartur Arnason on 27 May 15
  
  What does this mean for us, when we want to design learning events for our students?
  
  <div class="cArrow"> </div><div class="cContentInner">What does this mean for us, when we want to design learning events for our students?</div>
  
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- Hrobjartur Arnason on 27 May 15
  
  What is the teachers role when information is ubiquitous?
  
  <div class="cArrow"> </div><div class="cContentInner">What is the teachers role when information is ubiquitous?</div>
  
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I’ve been asked to give a talk that explores some of the top teaching-learning lessons learned in the past 15 years. It’s a good reflection exercise that also brings up those lessons we haven’t learned or aren’t yet finished learning.
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