... Contents 1. Introduction……………………………………………………………………………03 2. Understanding Different Theories of Learning……………………………………..03-08 3.1 Application of learning domains to learning in health and social care…………03-06 3.2 Different ways of learning in Health and social care workplaces…………….06-07 3.3 Analysis on the relation of learning theories to the development of understanding and skills of health care…………………………………………………………….07-08 3. Understand the impact of learning styles on learning by individuals……………..08-11 4.4 Factors influencing the effectiveness of learning……………………………08-09 4.5 Concepts of learning Style…………………………………………………..09-11 4.6.1 David Kolb’s Model………………………………………………..09-10 4.6.2 Peter Honey and Alan Mumford’s Model…………………………10 4.6 Assessing preferred learning style………………………………………..10 4.7 Influence of Learning Theory on own learning…………………………10-11 4. Ability to suggest strategy for delivering and assessing learning in a health and Social care workplace……………………………………………………………………12-13 4.1 Factors considered in planning a workplace learning program:……………..12 4.2 Relevant teaching strategies for learning health and social care workplaces:….12. 4.3 A strategy for delivering and assessing learning in health and Social care workplace:……………………………………………………………………………….13. 5. Understanding ways to support the individual learning needs of health and Social...
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...into one's teaching. Within the assignment there will be a discussion of the reasons why learning styles beliefs are so prevalent. Secondary resources were used to gather the information. A secondary source interprets and analyzes primary sources. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: • PUBLICATIONS: Textbooks, magazine articles, internet articles, histories, criticisms, commentaries and encyclopaedias (Wilde, R. 2008). LITERATURE OVERVIEW ON LEARNING: The David A. Kolb styles model is based on the Experiential Learning Theory (ELT), as explained in his book Experiential Learning: Experience as the source of learning and development (Kolb, D.A. 1984). The ELT model outlines four approaches: Concrete Experience and Abstract Conceptualization, Reflective Observation and Active Experimentation (Kolb, D.A. 1981). According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches (Kolb, D.A. 1981). These learning styles are as follows: 1. Converger; 2. Diverger; 3. Assimilator; 4. Accommodator;...
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...critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience highlights the intrinsic link between education (and by proxy, teaching) and reflective practice. Donald...
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...THE GODFATHER INDIVIDUAL & GROUP BEHAVIOUR IN ORGANIZATIONS PRANITA BUBNA (A013) VEER JHA (A027) SHIPRA JHA(A029) VIKRAM KAUSHAL (A034) MOHAK MITTAL (A040) RAGHVENDRA (A045) MOHIT SUD ( A059) RITU YADAV (A063) GROUP #7 Table of Contents: 1. Introduction and summary of the book …………………………………………..2 2. Statement of Objectives of the Study.....…………………………………………..2 3. Method of Study ..…………………………………………………………………..2 4. Chapter wise summary and critical analysis...……………………………………3 5. Theoretical framework & Relating to practical aspects..………………………..5 6. Learning and Conclusion ...............……………………….……………………….7 7. Group Working and Team Roles…………………………………………………..8 8. References...................................................................................................................12 Page 1 INTRODUCTION AND SUMMARY The Godfather, written in 1969, by a renowned Italian-American author, Mario Puzo, is based on the organized crimes that New York witnessed post World War II. The book opens with the wedding of Connie Corleone, daughter of Don Vito 'The Godfather' Corleone, head of the most powerful of the five great Mafia clans or 'families' of New York. He is a paradigmatic mafia don. Don Corleone is shot at by a new contender for power in the city, Virgil 'the Turk' Sollozzo, who plans to obtain power by the lure of vast profits in the drug trafficking trade. In Don Vito’s absence, his elder son Santino Corleone assumes the responsibility of the don to...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...CHAPTER III REVIEW OF RELATED LITERATURE Studies on Learning Styles Studies on Mathematics Learning and Learning Style Studies on Learning Style and Teaching Style Studies on Co-operative Learning Studies on Co-operative Learning and Mathematics Conclusion CHAPTER III REVIEW OF RELATED LITERATURE Review of related literature plays a significant role in any type of research work. It allows the researcher to acquaint oneself with current knowledge in the field in which the research is being done. The availability and utilisation of adequate sources or related information enables the investigator to complete the research fruitfully and thus make unique contribution in the field of education with special focus on the method of instruction, learner variables, etc. For many years, educators and researchers have debated on the different variables which influenced student achievement. Decades of research in education suggest that students utilise individual learning styles (Felder, 1996). Instruction should therefore be multifaceted to accommodate the variety of learning styles. The literature in support of this assertion is vast and includes textbooks, learning style inventories and resources for classroom implementation (Dunn & Dunn, 1993). Though research in education and applied psychology has produced a number of insights into how students think and learn, the resulting impact on actual classroom instruction is uneven and unpredictable. ...
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...COMMUNICATIONS STRATEGY FOR MUTIONJURI MIXED DAY SECONDARY SCHOOL This communications strategy is designed to the school communicate effectively and meet core organisational objectives. The school aims at increasing target audience’s awareness that the school is partnering with all stakeholders to increase school community understanding of the partnership’s goals or services that the school provides. This will help build the partnership’s reputation or share achievements. This will help the parents and wider school community to provide feedback on partnership activity for planning or evaluation. The targeted audience will include: the parents, students, politicians, teachers, and the school based staff (internal) or broader school community (external) This communication strategy will be used at Mutionjuri mixed day secondary school. The table below sets out some examples of how messages can be tailored to different audiences. |Audience |What they need to know |Key communications messages | |Service users |- What we offer them |- We provide useful, practical information and support | | |- How to access our services |- We are trustworthy and reliable | | |- Where to go for advice |- We put services users first and value their opinions | |Local MP or MCAs |- What we...
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...Performance - 12408 - 201213 A report to identify and critically analyse a key organisational behavioural and/or human resource issue facing Phillip Morris International in Norway Table of Contents 1. Introduction 3 2. Background of the Study 3 2.1 PMI Strategy 4 3. Organisational Behaviour and HRM Issues 5 I. Leadership 6 II. Management 7 III. Motivation 11 4. Process involved in the preparation 14 5. Conclusion 15 6. References 16 1. Introduction This report aims to critically analyse Phillip Morris International (PMI) strategies and structure of how they manage the Norwegian consumer market. In this report the key issues that are required to be analysed are PMI leadership and management style for gaining more emerging markets across Scandinavia and Europe. PMI has had an autocratic leadership approach, which has been a controversial matter regarding changing laws and regulations in Norwegian tobacco industry. This report will focus on PMI’s approach to organisation behaviour and Human Resource Management practises through its leadership, management ,and HRM theories into practice and employee motivation as a result of PMI’s strategy to monopolies the entire market as a 21st century organisation. According to Buchanan& Huczynski (2010), “The organization behaviour is the systematic study of formal organisations and of what people think, feel, and do in and around organisations”. This report is a brief study from an organizational...
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...technologies 48 XI. References 60 2 A Review of Definitions Economic, social and technological forces continue to change the global economy, and the way of life in organizations and the world. In specific, these forces have and continue to revolutionize teaching and learning in organizations. Urdan & Weggen (2000) related that technology, the rapid obsolescence of knowledge and training, the need for just-in-time training delivery, and the search for cost-effective ways to meet learning needs of a globally distributed workforce have redefined the processes that underlie design, development and delivery of training and education in the workplace. In addition, Urdan &Weggen related that the need for different learning models due to skills gap and demographic changes and demand for flexible access of lifelong learning have played upon teaching and learning. In this teaching and learning evolution, however, several terms have been attached to characterize...
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...UNIT 13 http://www.colbournecollege.com/files/MAN_100_LESSON_1-7.pdf MAN 100 Personal and Professional Development WEEK 1- 7 LECTURE NOTES Learning Outcome: Understand how self-managed learning can enhance lifelong development Learning Objectives: WEEK ONE Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection WEEK TWO Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive modernisation theory; Kolb‘s learning cycle WEEK THREE Approaches: learning through research; learning from others, eg mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, news groups WEEK FOUR Effective learning: skills of personal assessment; planning, organisation and evaluation WEEK FIVE & WEEK SIX Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation and Transfer Schemes WEEK SEVEN Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments Self-managed learning: Self-initiation of learning processes 2 What is Self Managed Learning? Self Managed Learning (SML) is about individuals...
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...Table of Contents Page | Title | 2 -4 | 1.0 Positioning in Relation to Porters GenericStrategies * Strategic Models * Stakeholder Analysis.....continued on page 5 | 5 | Value Chain Analysis | 6 | 2.0 Business & Corporate level strategy | 7&8 | 3.0 Alternate strategy * Critical reflection | 9 & 10 | Bibliography/Harvard referencing | 11 & 16 | Supporting Appendices | Total word count : 2725 Inc titles/subtitles. Amazon’s Strategic Positioning. 1.0 Introduction This assignment is to establish Amazon’s strategic positioning in Europe in correlation with value innovations that may have contributed to Amazon’s success from 1995 to 2012. About Amazon Amazon is an eCommerce business based in the U.S and was started back in 1995 selling books, CD’s and other media. However Amazon’s profits were only noted in 2002 and to this day have annual sales equal to or more than $40billion with a customer base of nearly 144 million in purchase accounts and over 2 million market seller accounts. In 1998 Amazon also extended their market to the UK with an agreed takeover of Bookpage.co.uk and has since managed to establish their second biggest and most successful market overseas. Value Innovations. Since reporting profits in 2002 Amazon has invested in innovations that add value to the customer, keeps interest and encourages ease of purchasing. Some innovations that have aided in the success of Amazon tend to allow ease of use...
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...CUSTOMIZING ONLINE INFORMATION: HOW LEARNING STYLE, CONTENT DELIVERY AND PRE-INSTRUCTIONAL STRATEGY AFFECT RECALL AND SATISFACTION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Lenny J. Cooper, M.A. ****** The Ohio State University 2005 Dissertation Committee: Professor Matt Eastin, Adviser Professor Prabu David Professor Thomas McCain Approved by _____________________ Adviser Communication Graduate Program UMI Number: 3177152 UMI Microform 3177152 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 ABSTRACT How people understand and learn information is changing due to an increased reliance on technology. The Internet is creating a complex environment where the lines between media and information are blurring. This switch can be seen in mass media, classroom learning applications and the work environment. Along with this reliance on technology comes access to an almost unlimited amount of information presented in a multitude of ways. This presentation can be overwhelming to information seekers and online learners alike. By taking advantage of the inherent properties of new media, namely the ability to present...
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...INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 6. No. 2. March, 2014 T. Kafadar, B. Tay. Learning strategies and learning styles used by students in social studies. International Journal of Academic Research Part B; 2014; 6(2), 259-267. DOI: 10.7813/2075-4124.2014/6-2/B.39 Library of Congress Classification: L7-991 LEARNING STRATEGIES AND LEARNING STYLES USED BY STUDENTS IN SOCIAL STUDIES* Tugba Kafadar , Bayram Tay 1 2 1 2 Marmara University, Institute of Education Sciences, Istanbul Ahi Evran University, Faculty of Education, Kirsehir (TURKEY) E-mails: tugbakafadar@gmail.com, bayramtay@gmail.com DOI: 10.7813/2075-4124.2014/6-2/B.39 Received: 28 Sept, 2013 Accepted: 15 Mar, 2014 ABSTRACT It can be important to be known students’ learning features to increase efficiency of learning process in social studies lesson that aims educating efficient citizens. Therefore, in this study the learning strategies used by students, their learning styles and whether or not their learning strategies are changing according to their learning styles are researched. The data in this study, which is a cross sectional survey, were collected through the learning strategies developed by Tay (2002) on the basis of the classification of learning strategies performed by Gagne and Dricscoll (1988) and Kolb learning style inventory III which was adopted into Turkish by Evin Gencel (2006). As a result of the research it was identified that while students mostly use affective strategies...
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...CHAPTER I INTRODUCTION Prefatory: The International Labour Organization (ILO) introduced the concept of the informal sector more than 25 years ago. The informal sector has been understood to mean very small-scale units producing and distributing goods and services, and consisting largely of independent, self-employed producers in urban and rural areas of developing countries, some of which also employ family labour and/or few hired workers or apprentices; which operates with very little capital or none at all; which utilize a low level of technology and skills; which therefore operates at a low level of productivity; and which generally provides very low and irregular income and highly unstable employment to those who work in it. It also includes activities that are carried out without formal approval from authorities and escape the administrative machinery responsible for enforcing legislation and similar instruments. [1] The informal sector, with its enterprising individuals and groups, can be seen as counterbalancing cure to many ill effects of globalization. [2] Firstly, the informal sector absorbs all the victims of globalization—displaced workers, forced retirees, educated unemployed and many more. While the informal sector cannot offer jobs, it can offer income opportunities. In this sense, the informal sector is itself a safety net. Secondly, the informal sector cushions the impact of globalization on the surviving formal...
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...Continuing Personal and Professional Development 2 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL Contents: 1. Introduction 2. The CPD Context 3. UCL Support 4. Feedback and Appraisal 5. The CPD Cycle and Where to Start 6. Evaluation and Impact 7. Recording Your Learning and Development 8. A CPD Portfolio 9. Conclusion Appendix 1 Approaches to Learning and Development Appendix 2 Tools to Help With Portfolio Development Appendix 3 A Change of Career Appendix 4 Learning Styles Appendix 5 Definitions Appendix 6 Continuing Professional Development Record Appendix 7 Basic Principles of CVs And Applications Appendix 8 Resources 3 CONTINUING PERSONAL AND PROFESSIONAL DEVELOPMENT AT UCL 1. INTRODUCTION PURPOSE: This document is intended to provide staff at UCL with a clear understanding of continuing professional development (CPD), and its importance, within the context of UCL. It is also intended to encourage equality of opportunity by encouraging everyone to plan their development and record their skills. The guide will act as a transportable toolkit to help with the planning and recording of your personal and professional development. It should be used in conjunction with any continuing professional development (CPD) related specifically to your profession or professional registration. The guide also explains why you should record your learning and development, and how to do it. WHAT IS CPD? The Chartered Institute of Personnel and Development...
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