Change management Change management is an approach to transitioning individuals, teams, and organizations to a desired future state.[1] In a project management context, change management may refer to a project management process wherein changes to the scope of a project are formally introduced and approved.[2][3] History[edit] 1960s[edit] Everett Rogers wrote the book Diffusion of Innovations in 1962. There would be five editions of the book through 2003, during which time the statistical analysis of how people adopt new ideas and technology would be documented over 5000 times. 1980s[edit] McKinsey consultant Julien Phillips first published a change management model in 1982 in the journal Human Resource Management, though it took a decade for his change management peers to catch up with him.[4] 1990s[edit] In 1994, Daryl Conner founded Conner Partners and in 1993, he wrote the book, Managing at the Speed of Change. 2000s[edit] 2010s[edit] Approach[edit] Reasons for change[edit] Managing the change process[edit]
Bloom's Taxonomy Blooms Digitally, Andrew Churches 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. Bloom's Revised Taxonomy In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students. Remembering Applying
Applications of Social and Collaborative Technologies in Educati Information processing Michael Orey Department of Educational Psychology and Instructional Technology, University of Georgia Review of Information Processing Introduction Figure 1. The Inspiration web above shows how Information Processing can be likened to the model of a computer. Information processing (IP) is a cognitive processing theory (see, Ashcraft, 1994). Another aspect of this theory is that it is explicitly analogous to a computer's processor. Let's start with the model and an example. Caption: The illustration above represents my coffee cup example. Sensory Registers The best understood of the sensory registers (SRs) are for hearing (echoic) and seeing (iconic). Short-term Memory Short-term memory (STM) is also known as working memory, and is where consciousness exists. STM is where the world meets what is already known, and where thinking is done. Long-term Memory The final stage in the IP model is long-term memory (LTM), which is typically termed call memory. Figure 2. References Pavio, A. (1986).
Peter Drucker Peter Ferdinand Drucker (/ˈdrʌkər/; German: [ˈdʀʊkɐ]; November 19, 1909 – November 11, 2005) was an Austrian-born American management consultant, educator, and author, whose writings contributed to the philosophical and practical foundations of the modern business corporation. He was also a leader in the development of management education, and he invented the concept known as management by objectives.[1] Introduction[edit] Drucker's books and scholarly and popular articles explored how humans are organized across the business, government, and nonprofit sectors of society.[2] He is one of the best-known and most widely influential thinkers and writers on the subject of management theory and practice. Biography[edit] In 1943, Drucker became a naturalized citizen of the United States. Drucker went to California in 1971, where he developed one of the country's first executive MBA programs for working professionals at Claremont Graduate University (then known as Claremont Graduate School).
Creating a Place for Indigenous Knowledge in Education Creating a Place for Indigenous Knowledge in Education: The Alaska Native Knowledge Network by Ray Barnhardt [To be published in Local Diversity: Place-Based Education in the Global Age, Greg Smith and David Gruenewald, eds., Hillsdale, NJ: Lawrence Erlbaum Associates (2005)] This chapter will describe a ten-year educational restoration effort aimed at bringing the Indigenous knowledge systems and ways of knowing that have sustained the Native people of Alaska for millennia to the forefront in the educational systems serving all Alaska students and communities today. A refrain commonly heard in conversations among Native people in Alaska is in reference to the challenges associated with –living in two worlds,” one being the locally-derived Native world with which they are intimately associated, and the other being the externally-defined world that has enveloped their existence. Old Minto Cultural Camp Alaska Rural Systemic Initiative Native Ways of Knowing and Traditional Values
Connectivism & Connective Knowledge Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week: Martin Weller Title: Is there a pedagogy of abundance? Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance. Time: Wed, November 11. Frances Bell Title: Transparent Teaching and Learning: what remains when the teacher disappears Description: This session’s deliberately ambiguous title (is it a statement or a question?) · Do we need teachers? · What remains when the teacher disappears? · What informs teachers’ practice? I hope you can join us and answer my questions. Time: Wed, November 11 Time Conversions 2000 GMT Stephen Downes Title: Open Education: Projects and Potential [webcast of an f2f presentation] Description:
Nine events of instruction 1 Definition "Nine events of instruction" is an instructional design model put together by Gagne. This is a behaviorist model that also draws from cognitivism. 2 The conditions of learning “Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and external conditions. Gagné's most essential ingrediants of teaching are: presenting the knowledge or demonstrating the skillproviding practice with feedbackproviding learner guidance These elements have to be designed differently according to the type of learning level (learning goal) to be achieved. 3 The nine events of instruction Gagne's 9 general steps of instruction for learning are: “The way Gagne's theory is put into practice is as follows. See also instructional curriculum map for planning at larger scale. 4 Links 5 Links Robert Gagne from my-ecoach.com. 6 References Aronson, Dennis T., & Leslie J.Briggs, (1983).
Organizational Management © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Sections of This Topic Include Preparation About the Following Categorization of Skills and PracticesManaging YourselfBasic, Entry-Level Skills in Organizational Management Major Functions of Management (and areas of knowledge and skills in each) Major Function -- PlanningMajor Function -- OrganizingMajor Function -- LeadingMajor Function -- Coordinating/Controlling Nonprofit-Specific Areas of Knowledge and Skills Nonprofit-Specific Skills General Resources Various Other Perspectives Also seeRelated Library Topics Also See the Library’s Blog Related to Skills in Management In addition to the articles on this current page, see the following blog which has posts related to Skills in Management. Library's Leadership Blog About the Following Categorization of Skills and Competencies However, the four functions are actually highly integrated when carried out in the day-to-day realities of running an organization. Managing Yourself Basics
Research Online Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). Complete book available here - individual chapters below: Table of Contents Preface: While mobile technologies such as mobile phones, personal digital assistants (PDAs) and digital music players (mp3 players) have permeated popular culture, they have not found widespread acceptance as pedagogical tools in higher education. The purpose of this e-book is to explore the use of mobile devices in learning in higher education, and to provide examples of good pedagogy. The book begins with an introductory chapter that describes the overall project, its aims and methods. The chapters and full text are arranged alphabetically by author below: Follow index Papers from 2009 2009 Art on the move: Mobility – a way of life, I.
elearnspace. everything elearning. Presentations – M David Merrill If your organization would like to schedule a live or online presentation or discussion with Dr. Merrill please contact him to arrange time, place, and content of the lecture. Online Mentored Workshop: Designing Interactive Instructional Templates. 19 short video lessons. Workshop: These video lessons are also available as a mentored workshop that includes assignments to accompany the video lessons. Online Mentored Course: Introduction to Dr. First Principles of Instruction Course This is a studio course, meaning that learning is by doing. Objective: You will design a problem-centered lesson, module or short course of instruction based on First Principles of Instruction. The course includes 8 instructional modules and 6 Instructional Design Assignments plus links to additional resources. Interview Gary Morrison interviews Dave Merrill (54 minutes Download) Presentations Merrill on Instructional Design (6 minutes Download) First Principles of Instruction Theory (26 minutes Download) Like this:
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Universal Design Primer A Primer on Universal Design (UD) in Education Dave L. Edyburn, Ph.D. The purpose of this web page is to provide a brief introduction to the applications of universal design in education (also known as: Universal Design for Learning). Links to additional resources are provided for teachers and administators interested in more information. Scroll down the page or click on the links in the interactive outline: I. II. III. IV. Monitoring new developments in UD I. A. The roots of universal design is found in accessible design of the physical environment. A second arena in which universal design principles have been applied is the field of web page design. Most recently, the concepts of universal design have evolved in a new direction. B. Rather than thinking about disability as a distinct group of learners, CAST suggests it is more helpful to think about learners on a continuum. C. UD is an important framework for both research and practice. II. A. B. III. A. B. C. D. UDtemplate8.doc IV. A.