737 search results
Learning to teach: becoming a reflective practitioner
Education & Development

Learning to teach: becoming a reflective practitioner

...et al., 2006, Kuhn, 2000, Kistner, 2010). Being metacognitively aware as a teacher, involves understanding how your thinking (and therefore learning) is developing. Finally, Ixer highlights how, through metacognition, and conscious control of your thinking and learning, you will be more equipped to transfer your learning between different contexts and situations. This is...
View course Learning to teach: becoming a reflective practitioner
Level 3: Advanced 5 hrs
Making creativity and innovation happen
Money & Business

Making creativity and innovation happen

...et al., 2013, p. xii). These ‘products’ refer to everything from physical products to services, ideas, and processes, etc. Critically, however, the way that these ‘products’ are generated can vary substantially from context to context. Activity 1 Are you creative? Timing: Allow about 5 minutes Do you consider yourself creative? Reflect on the times that you have...
View course Making creativity and innovation happen
Level 2: Intermediate 10 hrs
Take your teaching online Badge icon
Education & Development

Take your teaching online

...et al. (2007) into the differences between learner perceptions of teaching in an online environment and in a face-to-face environment found that the online teacher should have a greater pastoral focus than that of a face-to-face teacher, and that often both teachers and learners needed guidance and training in communicating online. Without the ‘comfort’ of a physical...
View course Take your teaching online
Level 2: Intermediate 24 hrs
Leadership and followership Badge icon
Education & Development

Leadership and followership

...et al., quoted in Crossman and Crossman, 2011). Followership can be defined as a process in which subordinates recognise their responsibility to comply with the orders of leaders and take appropriate action consistent with the situation to carry out those orders to the best of their ability (Townsend and Gebhart, quoted in Crossman and Crossman, 2011). These definitions...
View course Leadership and followership
Level 1: Introductory 24 hrs
IT: Information
Science, Maths & Technology

IT: Information

...updated and at the same time achieve substantial operational cost savings. […] [L]et me conclude by highlighting what I believe to be the digital newsgathering promise: More efficient newsgathering. More options for getting the story back. Faster post production. Greater editorial freedom. Broad multiskilling opportunities. Easier automation. Improved technical quality. Lower operating costs. I make no excuse for emphasising......
View course IT: Information
Level 1: Introductory 20 hrs
Infection and immunity
Health, Sports & Psychology

Infection and immunity

...et al., 2008; note that ‘et al.’ indicates that there were several other authors) Less than 40 years before this woefully optimistic claim, at least 20 million people had died in 1918–19 from influenza, most of them young adults in the UK, USA and Europe. Public health officials in the USA in the 1940s were actively campaigning to halt the spread of tuberculosis...
View course Infection and immunity
Level 1: Introductory 12 hrs
Diagramming for development 1: bounding realities
Digital & Computing

Diagramming for development 1: bounding realities

...axes and pesticides against a rapidly advancing and thirsty enemy: the alien trees, shrubs and aquatic plants that thrive in South Africa’s mountains. These invasive non-native plants have infested 8% of this semi-arid country. In addition to depriving South Africans of needed water, these plants obstruct rivers, exacerbate the risk and damage of wildfires and floods,...
View course Diagramming for development 1: bounding realities
Level 3: Advanced 4 hrs
Assessment in secondary music
Education & Development

Assessment in secondary music

...et al. (2003) identify four main ways in which assessment for learning can be promoted: through questioning through feedback through sharing criteria through self and peer assessment. You will explore each of these in turn and then briefly examine the importance of talking with young people about their assessment and their music-making...Assessment in secondary music: 3.1...
View course Assessment in secondary music
Level 3: Advanced 11 hrs