Eesti Haridusteaduste Ajakiri. Estonian Journal of Education. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education on eelretsenseeritav ja rahvusvahelise toimetuskolleegiumiga avatud juurdepääsuga ajakiri, mis avaldab eestikeelseid akadeemilisi originaaluurimusi ja teaduspõhiseid kaastöid kasvatusteadustest, haridusest ja õpetajakoolitusest kogu selle mitmekülgsuses. Ajakirja antakse välja Tartu Ülikooli ja Tallinna Ülikooli koostöös, Tartu Ülikooli Kirjastuse väljaandena ning avaldatakse avatud publitseerimise platvormil OJS (Open Journal Systems). Eesmärgiks on kindlustada eestikeelse haridusteaduse kestvus, arendada omakeelset erialaterminoloogiat ning toetada kõrgetasemelise ja rahvusvaheliselt tunnustatud Eesti peadagoogikateadlaste järelkasvu. Eesti Haridusteaduste Ajakiri pakub eestikeelset avaldamisruumi haridus- ja piirneva valdkonna teadlastele. Oodatud on nii empiirilisi uuringuid tutvustavad kaastööd kui ka teoreetilised ülevaateartiklid.
Ilmumissagedus on kaks numbrit aastas (mais ja novembris ). Announcements No 2(1) (2014) Juhendamisraamat_naidis.pdf. Suhtlemisraamat_final.pdf. FINAL_JuhendKvaliteetseOpiobjektiLoomiseks.pdf. Juhend kvaliteetse e-kursuse loomiseks by HITSA Innovatsioonikeskus. Ylekantavate p2devuste arendamine k6rghariduses.pdf. Oppemeetodite_kasiraamat.indd - Oppemeetodid.pdf. Instructional Objectives Builder | TeachOnline. NGW1301. What Works? Issues in Synthesizing Educational Program Evaluations - what_works_2008_er.pdf. Seven Principles for Good Practice in Undergraduate Education By Arthur W. Chickering and Zelda F. Gamson Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. But how can students and faculty members improve undergraduate education? Good practice in undergraduate education: Encourages contacts between students and faculty. A Focus for Improvement These seven principles are not ten commandments shrunk to a twentieth century attention span. While each practice can stand alone on its own, when all are present their effects multiply. Seven Principles of Good Practice 1. 2. 3. 4. 5. 6. 7. Selected References. Implementing the Seven Principles: Technology as Lever By Arthur W. Chickering and Stephen C. Ehrmann From the October 1996 AAHE Bulletin. In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice in Undergraduate Education.” With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990).
The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience. Several hundred thousand copies of the Principles and Inventories have been distributed on two- and four-year campuses in the United States and Canada. 1. The biggest success story in this realm has been that of time-delayed (asynchronous) communication. 2. 3. 4. 5. 6. 7. SEVEN PRINCIPLES FOR GOOD PRACTICE IN. Joseph R. Codde, Ph.D., Professor and Director - Educational Technology Certificate Program Counseling, Educational Psychology, and Special Education Department Michigan State University Adapted from Arthur W.
Chickering's and Zelda F. The following is a brief summary of the Seven Principles for Good Practice in Undergraduate Education as compiled in a study supported by the American Association of Higher education, the Education Commission of States, and The Johnson Foundation. I utilized the Faculty Inventory presented at the back of this book to share with you the practices I apply in my teaching. Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. I make a point to talk with my students on a personal level and learn about their educational and career goals. Learning is enhanced when it is more like a team effort than a solo race. Learning is not a spectator sport. Time plus energy equals learning. Learning needs assessment: assessing the need. Bloom's Digital Taxonomy.
The Two-Purpose Syllabus: - TwoPurposeSyllabus.pdf. Writing Objectives Using Bloom's Taxonomy | The Center for Teaching and Learning | UNC Charlotte. Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. From: KC Metro [old link, no longer functioning?] Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. From: UMUC From: Stewards Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy. ©2001 St. From: GA Tech According to Benjamin Bloom, and his colleagues, there are six levels of cognition: Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level.
Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools based on those objectives. Attachment: Writing Objectives Using Bloom's Taxonomy [PDF, 323 KB] Assignment 1. UW Distance Learning courses have several important features in common: clear learning objectives; a comprehensive introduction to the course; materials and resources that provide the course content; a series of individual lessons, each containing an assignment or exercise; and at least one final assessment. There are three essential steps in the preliminary course development process that lead to creation of these features: determining learning objectives for the course, choosing the course materials, and dividing the course content into lessons. This section focuses on learning objectives. Determining Learning Objectives One of the first things a person taking a course wants to know is "What am I going to learn in this course?
" which is not the same as "What will this course cover? " Think about what a successful student in your course should be able to do: What concepts should they be using? "Remember that your performance must be observable or OVERT. Writing Learning Objectives Samples. Small Group Teaching — E-Learning Modules. You are here: Home / Small Group Teaching This module introduces the topic of small group teaching and links closely with the modules Facilitating learning in the workplace and Improve your lecturing. This module briefly considers how small group teaching can be planned and structured and some of the techniques teachers can use to facilitate group and individual learning, including strategies for preventing difficult situations in groups.
By the end of the module you should have learned and updated some of the principles behind running small group teaching sessions and considered some of the issues involved in ensuring that groups function well and that the learning environment is conducive to learning for all those involved. You will also have an opportunity to apply the learning from the module to your own practice through carrying out activities and reflecting on these. Before you start Thinking points Print module to PDF Further information. Center for Teaching and Learning - Speaking of Teaching. E-Learning Modules. This series of open access short modules covers core topics in clinical teaching and learning.
They have been developed by the London Deanery to inform and support the professional development of clinical teachers. On completion of a module, a certificate can be printed out for your own records or portfolio. E-learning for clinical teachers was designed and edited by Judy McKimm and Tim Swanwick. Find out more about e-learning Appraisal Appraisal skills are essential for the educational supervisor. Learn how to help colleagues review their progress and set aims for the future. Careers Support Simple step-by-step guidance for all those involved in the provision of career support. How to Give Feedback Feedback is one of the most commonly used educational interventions and a vital part of education and training.
Interprofessional Education When is interprofessional education appropriate and what makes it effective? Introduction to Educational Research Involving Patients in Clinical Teaching. Untitled-32 - cooperative. Microsoft Word - Toolbox - small group activities.doc - Toolkit_small_group_activities.pdf. 01 section - TPOL_book.pdf. 29897_10. The CMC Resources Site - Transactional Distance Theory.