Webquest 1
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1. The document provides instructions for students to complete a research fundamentals assignment involving summarizing chapters from a textbook, creating comparative charts and mind maps of key research concepts, and filling out a table comparing different research paradigms. 2. Students are asked to read about different epistemological and ontological research approaches, develop a comparative box contrasting different types of knowledge, and create a mind map defining concepts like paradigm and research strategy. 3. The final part of the assignment involves completing a chart comparing aspects of various research paradigms such as empiricism, rationalism, and feminism by exploring different sources and discussing their central topics and applications. Students are then asked to provide a self-assessment and
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The document describes a webtask designed for an English for Chemical Engineering course to help students develop reading and writing skills for their discipline. The task requires students to research an environmental issue, find and evaluate information from sources like the EPA website and blogs, and write a recommendation report. The webtask is intended to help students become familiar with genres and discourse practices in their field. It incorporates tools like Diigo for collaboratively sharing resources and includes steps for students to search, evaluate, and synthesize information to produce an output. The webtask model draws on principles of second language acquisition, digital literacy research, and the WebQuest format to develop students' disciplinary, autonomous, and multimedia competencies.
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PROF. MICHAEL J. MCNAMARA
ROLE MODEL CONSULTATION (25% of total Grade)
DUE DATE: Consult course outline
The Purpose:
· The purpose of the Role Model Consultation Assignment is for students to gain a deeper understanding of the practice of creative individuals with a view towards applying these insights to improve creative practice. Students will capture insights, learnings, and reflections in a short 4-5 page (1000 word minimum), paper, 12 point font, APA format; complete with a separate coverpage that includes a word count. Students will also include a separate bibliography with at least 2 academic sources (that are cited in body of the paper). To complete this assignment, students will arrange a 15-25 minute consultation session with a role model of their choosing. Students should structure the questions for their consultation around key points of interest (as defined by the student; aka. What do you want to learn from this person in terms of creative/innovative performance in the 21st Century? What key skills might you develop/focus upon?). While I don’t wish to tell you what to ask, here are some prompts you
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· What, if anything, does the role model do in their practice to prepare for/entice creative insight?
· What practices or techniques does the role model believe are important for creativity and creative performance?
· What dispositions, aptitudes, or mindsets does the role model believe are important for creativity and creative performance?
· What trends does the role model feel are shaping their field/ the future of their field?
· What advice does the role model have for you in terms of improving your own creative performance and preparing for the future?
· How does these insights align with/support/ or compare with the literature we’ve covered to date on creativity and creative performance?
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Be the end of this assignment, students will have demonstrated the ability to:
· Identify a deliberate set of individual creative dispositions, habits, practices, and skills to be modeled.
· Appraise the relationship between creativity and innovation
Materials Required:
· An role model subject with whom to consult (do not choose your parent or family member)
Format:
1. Students may prepare their responses in one of the following formats (choose one):
a.
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Research Title:
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1. The document outlines six steps to develop a research pipeline for increasing one's knowledge base through publications.
2. The pipeline involves identifying topics from the classroom, reviewing literature, designing studies, implementing research, and presenting findings.
3. Each step is like a "cylinder" in the pipeline, with the final "spigot" being publication in peer-reviewed journals.
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1. The document outlines six steps to develop a research pipeline for increasing one's knowledge base through publications.
2. The pipeline involves identifying topics from the classroom, reviewing literature, designing studies, implementing research, and presenting findings.
3. Each step is like a "cylinder" in the pipeline, with the final "spigot" being publication in peer-reviewed journals.
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In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
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1) The goals of PhD research are to research an interesting area and develop research skills, but also serve as training to learn how to conduct research.
2) Developing a research and publication strategy is important, including establishing a network and taking on increasing levels of responsibility over time.
3) Creating a long-term research plan and portfolio is recommended, while also being opportunistic, with the goal of building a program of research with a central theme.
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2) Creating an infographic presenting the research question and results of theses related to language teaching
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This document provides guidance on developing a research proposal, including a three-stage process and an annotated sample proposal. The process involves initially sorting ideas, then further organizing them into a framework of focus questions or an argument map, and finally writing the proposal. The sample proposal examines first-year calculus students' difficulties with modeling using differential equations and aims to understand students' conceptual issues to inform teaching. It includes sections on introduction, previous research, theoretical framework, methods, timeline and references.
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The document provides answers to end-of-chapter questions from chapters 4-6 of a research methods course. It defines key terms like philosophical framework, positivism, interpretivism, and qualitative vs. quantitative data. It also outlines the steps for developing a theoretical framework, conducting a literature review, developing research questions, and locating sources. Common mistakes to avoid in literature reviews are listed, such as treating it as a list of documents rather than a synthesis.
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The document provides information about conceptual frameworks including:
- It defines a conceptual framework as a graphical presentation showing the key components and relationships in a research study.
- It discusses different purposes of conceptual frameworks such as showing the organization of a study and clarifying relationships between variables.
- It provides examples of common conceptual framework models including input-process-output, independent-dependent variable, and criterion-predictor models.
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CULT34857GD
Applications of Creativity and Innovation
PROF. MICHAEL J. MCNAMARA
ROLE MODEL CONSULTATION (25% of total Grade)
DUE DATE: Consult course outline
The Purpose:
· The purpose of the Role Model Consultation Assignment is for students to gain a deeper understanding of the practice of creative individuals with a view towards applying these insights to improve creative practice. Students will capture insights, learnings, and reflections in a short 4-5 page (1000 word minimum), paper, 12 point font, APA format; complete with a separate coverpage that includes a word count. Students will also include a separate bibliography with at least 2 academic sources (that are cited in body of the paper). To complete this assignment, students will arrange a 15-25 minute consultation session with a role model of their choosing. Students should structure the questions for their consultation around key points of interest (as defined by the student; aka. What do you want to learn from this person in terms of creative/innovative performance in the 21st Century? What key skills might you develop/focus upon?). While I don’t wish to tell you what to ask, here are some prompts you
may choose to focus their consultative discussions on the following:
· What, if anything, does the role model do in their practice to prepare for/entice creative insight?
· What practices or techniques does the role model believe are important for creativity and creative performance?
· What dispositions, aptitudes, or mindsets does the role model believe are important for creativity and creative performance?
· What trends does the role model feel are shaping their field/ the future of their field?
· What advice does the role model have for you in terms of improving your own creative performance and preparing for the future?
· How does these insights align with/support/ or compare with the literature we’ve covered to date on creativity and creative performance?
The Learning Outcomes:
Be the end of this assignment, students will have demonstrated the ability to:
· Identify a deliberate set of individual creative dispositions, habits, practices, and skills to be modeled.
· Appraise the relationship between creativity and innovation
Materials Required:
· An role model subject with whom to consult (do not choose your parent or family member)
Format:
1. Students may prepare their responses in one of the following formats (choose one):
a.
Written submission: A word document, inclusive of a title page (with a word count) with the responses presented in the pages that follow. Please format your document as a double-spaced, Times New Roman Font 12pnt font. I am NOT specifying a word count although student should recognize that the development a comprehensive response capable of achieving a good grade will likely require an effort that will be reflected, in part, in the quantity of the submission (in addition to its’ quality)- p.
Research & The Information process
There are 6 steps in the research process: 1) define and deconstruct the topic or question, 2) locate relevant information, 3) select and analyze sources, 4) organize and synthesize the information, 5) present findings, and 6) evaluate the process and results. While the steps generally proceed in order, the process is not always linear. Each step involves specific strategies like creating concept maps, developing search terms, analyzing sources for validity, organizing notes, and reflecting on improvements.
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Here is a sample theoretical and conceptual framework based on the research title, scope and delimitation, and problem statement from the previous modules:
Research Title:
Factors Affecting the Academic Performance of Grade 10 Students in English Subject
Theoretical Framework
This study is anchored on Bloom's Taxonomy of Educational Objectives, Maslow's Hierarchy of Needs Theory, and Vygotsky's Socio-Cultural Theory of Cognitive Development.
Bloom's Taxonomy classifies learning objectives into different domains including the cognitive, affective, and psychomotor domains. It proposes that there are different levels within the cognitive domain from the basic recall or remembering, to the more complex levels of analyzing, evaluating, and
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This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
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The document provides guidance on writing a report style essay for a geography exam, including:
1) Research and preparation is key, with planning, gathering a balanced range of sources, and organizing materials into a file.
2) Practicing report writing helps understand the required structured format, which merges traditional essays with elements like numbered sections and diagrams.
3) In the exam, a plan and introduction should be provided, with the body using language and structure to illustrate, contrast, extend and conclude points, while evaluating perspectives.
Moving from research question to research design - Dorothy Faulkner and Cindy...
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
Teaching strategies for digital literacy
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
Backward design:learning with a Purpose LARC 1/29/11
The document discusses the principles of backward design for creating student-centered thematic units. Backward design is a framework that involves starting with the desired learning outcomes and goals, then designing assessments to measure those outcomes, and finally developing instructional activities to help students achieve the outcomes. The document provides information on the three stages of backward design: 1) identifying desired results like standards and objectives, 2) determining acceptable evidence of student learning through assessment, and 3) developing learning plans and instruction. It also discusses how to design thematic units around key concepts and aligned assessments using this approach.
Kritsonis research pipeline
1. The document outlines six steps to develop a research pipeline for increasing one's knowledge base through publications.
2. The pipeline involves identifying topics from the classroom, reviewing literature, designing studies, implementing research, and presenting findings.
3. Each step is like a "cylinder" in the pipeline, with the final "spigot" being publication in peer-reviewed journals.
Kritsonis research pipeline
1. The document outlines six steps to develop a research pipeline for increasing one's knowledge base through publications.
2. The pipeline involves identifying topics from the classroom, reviewing literature, designing studies, implementing research, and presenting findings.
3. Each step is like a "cylinder" in the pipeline, with the final "spigot" being publication in peer-reviewed journals.
Dr. William Kritsonis, National FORUM Journals
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Susan Archambault - Virtually Together: Building an Online Information Litera...
Susan Archambault
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Paper at BOBCATSSS 2017
Ph D Process. Julie Dugdale
The document summarizes key aspects of pursuing a PhD, including:
1) The goals of PhD research are to research an interesting area and develop research skills, but also serve as training to learn how to conduct research.
2) Developing a research and publication strategy is important, including establishing a network and taking on increasing levels of responsibility over time.
3) Creating a long-term research plan and portfolio is recommended, while also being opportunistic, with the goal of building a program of research with a central theme.
4) Choosing an appropriate research methodology depends on the research question being addressed. Pursuing a PhD takes perseverance given the challenges and time commitment required.
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This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.Develop and present a seminar paper in academia
Most relevant material for the learners of Seminar Issues in academia and potential scribes of journal writing.
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Webquest 3 educational research
This document outlines tasks for a webquest on educational research, including:
1) Creating a mental map showing their interpretation of educational research from readings and videos
2) Creating an infographic presenting the research question and results of theses related to language teaching
3) Creating a Venn diagram showing the relationships between their observation practices, what they've learned about research/educational research, and initial research interests, explained in paragraphs.
The document provides instructions, resources, and an assessment rubric for evaluating student work.
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This document outlines tasks for a webquest on research methods. It includes 4 tasks: 1) designing a mind map to define key concepts related to science and research, 2) designing charts to analyze the steps of the scientific method based on readings and a journal article, 3) creating an infographic to compare social and educational research, and 4) designing diagrams to illustrate the quantitative and qualitative research processes based on additional readings. The document provides assessment criteria and questions for students to reflect on what they learned and any concepts or tasks that were difficult. It also provides additional resources for the tasks.
Topic sentence activity and steps
The writing process has two parts: the topic sentence and the controlling idea. The topic sentence states the subject of the paragraph, while the controlling idea expresses the main point or attitude about the topic. There are several activities that walk through developing topic sentences for different ideas, reflecting on things you would like to change about yourself or feel proud of, and choosing a topic to discuss and find other perspectives on. The thesis statement declares the main argument of an essay, taking a provocative stance that could reasonably be disagreed with and anticipating counter-arguments.
Outlines for articles
This document provides outlines for writing articles. Effective outlines organize the key points and structure of an article to ensure the main ideas and arguments are presented in a clear and logical manner. Outlines help writers plan articles and focus on developing the most important elements like the introduction, body paragraphs, and conclusion.
Proyecto de clase
Andrea Bernal presenta un proyecto de clase en un aula de Moodle para analizar herramientas que puedan contribuir a su propuesta de tesis. El proyecto evaluará 3 herramientas colaborativas web 2.0 para promover la producción oral de estudiantes de inglés nivel A1 a través de cuestionarios, chats y mapas conceptuales en el aula de Moodle. Los aportes de los participantes serán analizados e incluidos en la propuesta de tesis.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Webquest 1
- 1. Prof. Andrea Bernal Fundamentals in Reseach
- 3. Introduction • Welcome in this learning experience you will surf the internet to quest and find the requiered material and your own material to construct a final product that shows your understaning of the Research principles
- 4. 1. Read chapter one of the book a. Ñaupas Paitán, H., Mejía Mejía, E., Novoa Ramírez, E., & Villagómez Paucar, A. (2014). Metodología de la investigación. Cuantitativa, cualitativa y redacción de la tesis. Cuarta edición. Ediciones de la U. Bogotá, DC Colombia. 2. Develop the following 4 steps you will find in the next slides 3. To complete each step you can use the following web 2.0 tools: mindmaster, genialy, or gliffy or any other you know 4. To present the four steps developed, you can use Slideshare or Calameo.
- 5. 2. Create a comparative box ASPECTS IN WHICH THE CONCEPTS DIFFER Number of aspects POPULAR KNOWLEDGE PRE-CIENTIFIC KNOWLEDGE CIENTIFIC KNOWLEDGE AXIOLOGIC ONTOLOGIC ETHIC 1 2 3 4 5 Example Include a link of an example you found for each one examples could be videos, news, websites, blogs, etc Copy the link of your chart here
- 6. • Slideshare: https://es.slideshare.net/nagendraamatya/research- paradigms • Concepts: 1. Epistemology 2. Ontology 3. Paradigm 4. Logic of inquiry or research strategy 5. Quantitative approach 6. Qualitative approach Copy the link of your finished mind map here: 3. Watch this slideshare presentation and create a mind map with the following main concepts definitions
- 7. 4. Complete the following chart MAIN PARADIGMS OF RESEARCH ASPECTS IN WHICH THE PARADIGMS DIFFER REQUIRE SOURCES TO BE EXPLORED TO GIVE DEFINITIONS SOURCE OF KNOWLEDGE CENTRAL DISCUSSION APPLICATION EMPIRICISM http://salmapatel.co.uk/academia/the-research- paradigm-methodology-epistemology-and-ontology- explained-in-simple-language/ Check the example on page 42 chapter 1 RACIONALISM https://plato.stanford.edu/entries/rationalism- empiricism/ MATERIALISM https://plato.stanford.edu/entries/rationalism- empiricism/ NEOPOSITIVISM http://www.qualres.org/HomePhil-3514.html SYSTEMS PARADIGM http://www.diva- portal.org/smash/get/diva2:831618/FULLTEXT01.pdf FUNCIONALISM http://www.diva- portal.org/smash/get/diva2:831618/FULLTEXT01.pdf STRUCTURALISM http://www.diva- portal.org/smash/get/diva2:831618/FULLTEXT01.pdf REALISM http://www.qualres.org/HomePhil-3514.html RELATIVISM https://plato.stanford.edu/entries/relativism/ FEMINISM http://www.qualres.org/HomePhil-3514.html INTERPRETIVIST http://www.qualres.org/HomeInte-3516.html CRITICAL THEORY http://www.qualres.org/HomePhil-3514.html
- 8. Assessment 50 40 30 20 10 EXCELLENT GOOD AVERAGE NEEDS TO BE IMPROVED DIDN'T DO THE TASK The students completed the task following all the instructions reaching the goals of the unit The students completed the task following most of the instructions reaching the goals of the unit The students completed the task following some of the instructions reaching some of the goals of the unit The students completed the task following, but didn't follow most of the instructions The student didn't complete the task
- 9. • Write 2 paragraphs saying: • PARAGRAPH 1 ABOUT THE CONCEPTS 1. What have you learned? 2. What did you find difficult or confusing? 3. What would like to know more about? PARAGRAPH 2 ABOUT THE PROCESS 1. What did you do best? 2. What could you do better next time? CONCLUSIONS