Sentences with phrase «informal learning interventions»

Students enrolled in the HGSE course will study how to recognize opportunities and assess needs for informal learning interventions; how to conduct, assemble, and synthesize research on media - based teaching and learning in a particular domain; how to design, test, and revise materials that are responsive to particular audiences and objectives; how to make diversity a fundamental component of the design process; and how to gauge the short - and long - term impact of an intervention.

Not exact matches

What are the new skills required for designing informal and social learning interventions for today's workplaces?

We are inspired by Jane Hart's call to «Walk the Social Talk», and consider this as the most significant «action» required on the part of learning designers to get equipped for handling the challenges of designing informal and social learning interventions for today's workplaces.

«I hope to develop a research career that informs educators, nonprofit organizations, and governmental agencies in the design of formal and informal educational opportunities and interventions that are culturally relevant, sensitive to children's contexts, and encourage a strong foundation for all children's lifelong learning.»

In this article, we'll take a quick look at the top 9 essential competencies that a learning designer is required to possess for designing effective informal / social learning interventions for today's workplaces.

I rarely see an IEP (or more informal learning plan) that provides any intention of replacing the content learning that the intervention is going to countermand.

In this article I will outline how custom mobile learning solutions can be used for primary learning (formal training) and informal learning (performance support intervention and social learning) to provide the required performance gain you seek.

For students who are struggling in 3rd grade reading, examine patterns of early learning experiences (quality and intensity of pre-K and K), results of formal and informal literacy assessments, and extent of intervention experiences (referrals and supports).

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.