scholarly journals S-5 formula for leadership development

2022 ◽  
Vol 8 (3) ◽  
pp. 88-92
Author(s):  
Balachandra Adkoli
Keyword(s):  
Leadership Development ◽  
Collaborative Learning ◽  
Theoretical Framework ◽  
Health Sciences ◽  
Developmental Model ◽  
Learning Theories ◽  
Self Study ◽  
Behavioural Sciences

Leadership is an area of perennial interest cutting across all fields of knowledge, including health sciences. The current models of leadership emphasize the skills and techniques derived from behavioural sciences and management. S-5 Formula is a developmental model, evidenced by learning theories and anchored in ancient Indian wisdom. The leadership journey begins by Setting a high goal (Sankalpa) to achieve something big, different and useful. This journey is aided by a Self- study and reflection (Swadhyaya). It gains Synergy (Satsanga) through collaborative learning, mentoring and feedback. The next phase is Service (Seva). Finally, the leader does act of Surrender (Samarpan), giving back to the society thus becoming an instrument of change. The theoretical framework behind these components and their implications for practice have been discussed.

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

scholarly journals GAME: General Aggression Model in Education

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon
Keyword(s):  
Grounded Theory ◽  
Social Learning ◽  
Social Cognitive ◽  
Developmental Model ◽  
Learning Theories ◽  
General Aggression Model ◽  
New Model ◽  
Grounded Theory Methodology ◽  
Women In India

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.

scholarly journals A Cross‐national View on the Organisational Perspective of Writing Centre Work: the Writing Centre Exchange Project (WCEP)

2020 ◽  
Vol 10 (1) ◽  
pp. 1-13
Author(s):  
Katrin Girgensohn ◽  
Íde O'Sullivan ◽  
Ann-Marie Eriksson ◽  
Gina Henry
Keyword(s):  
Action Research ◽  
Collaborative Learning ◽  
Participatory Action Research ◽  
Research Collaboration ◽  
Theoretical Framework ◽  
Local Context ◽  
Participatory Action ◽  
Institutional Work ◽  
Strategic Action ◽  
Cross National

This paper gives insights into research conducted within the Writing Centre Exchange Project (WCEP), a research collaboration among three university writing centres in Sweden, Germany and Ireland, which focuses on organisational perspectives on writing centre work. WCEP rests on the theoretical framework of institutional work. Previous research, conducted in US writing centres, developed a model of institutional work in writing centres that includes specific Strategic Action Fields (SAFs) and collaborative learning as a means to interact with stakeholders. By using this model, WCEP has targeted ongoing institutional work intended to establish and sustain missions, goals and activities in and around writing centres. Drawing on participatory action research, WCEP explores the extent to which the institutional work at the three European writing centres correlates with the model. The main findings show that indeed the same strategic action fields are relevant, but furthermore, different subcategories emerge depending on the local context. This paper explores some of the subcategories that differ and draws conclusions for the institutional work of writing centre directors.

Digital Literacy and the Emergence of Technology-Based Curriculum Theories

2014 ◽  
pp. 15-29 ◽  
Author(s):  
Melissa N. Mallon ◽  
Donald L. Gilstrap
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Theoretical Framework ◽  
First Century ◽  
Learning Theories ◽  
Epistemological Development ◽  
Skill Sets ◽  
Learner Centered ◽  
Educational Environments ◽  
Complexity Theories

A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner-centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy. The authors examine contemporary learning theories, including connectivism and chaos and complexity theories, in an effort to promote further discussion on the epistemological development of digital literacy. Taking into consideration advantages and barriers to promoting digital literacy in the classroom, the authors propose best practices for educators seeking to incorporate these competencies into their curricula.

The Pedagogical Considerations in the Design of Virtual Worlds for Organization Learning

2014 ◽  
pp. 1390-1409
Author(s):  
C. Candace Chou ◽  
Rama Kaye Hart
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Learning Theories ◽  
Organization Learning ◽  
Immersive Learning ◽  
Pedagogical Design

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.

The Pedagogical Considerations in the Design of Virtual Worlds for Organization Learning

2011 ◽  
pp. 551-569 ◽  
Author(s):  
C. C. Chou ◽  
Rama Kaye Hart
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Relevant Literature ◽  
Student Perspectives ◽  
Learning Theories ◽  
Organization Learning ◽  
Immersive Learning ◽  
Pedagogical Design

An increasing number of organizations have established presences in Second Life or virtual worlds for organizational learning. The types of activities range from staff training, annual meetings, to leadership development and commercial transactions. This chapter reviews relevant literature on how virtual worlds, especially Second Life, are utilized for organizational learning. The discussions include leveraging the affordances of virtual worlds for learning, integrating design principles of 3D immersive learning, and examining examples of actual workplace learning in virtual worlds. Specific emphasis will be placed on the translation of applicable learning theories into the pedagogical design of virtual worlds. Furthermore, the chapter examines student perspectives of an actual course on immersive learning that took place in Second Life. Student perspectives are summarized in six strands: challenging and informative learning, engagement, activity structures, transformation, collaborative and democratic participation, and new opportunities. The six themes are important factors for designers of 3D learning environments to ensure quality immersive learning experiences.

Learning goal ontology for structuring a collaborative learning group supported by learning theories

2003 ◽  
Vol 86 (8) ◽  
pp. 79-90 ◽  
Author(s):  
Akiko Inaba ◽  
Thepchai Supnithi ◽  
Mitsuru Ikeda ◽  
Riichiro Mizoguchi ◽  
Jun'ichi Toyoda
Keyword(s):  
Collaborative Learning ◽  
Learning Theories ◽  
Learning Group ◽  
Learning Goal

scholarly journals Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Nerissa Naidoo ◽  
Aida J. Azar ◽  
Amar Hassan Khamis ◽  
Mandana Gholami ◽  
Marjam Lindsbro ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Learning Theories ◽  
Student Autonomy ◽  
Theory Of Practice ◽  
Anatomy Teaching

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

Sign in / Sign up

Export Citation Format

Share Document