...------------------------------------------------- Integrated & Collaborative Working Val McKay 20th November 2012 ------------------------------------------------- Integrated & Collaborative Working Val McKay 20th November 2012 Within Childhood practice Within Childhood practice Integrated and Collaborative Working within Childhood Practice Introduction In this Essay I will discuss how integrated and collaborative working is a better approach in Childhood Practice than previous approaches which were fragmented. This fragmentation created a system where unnecessary cost and bureaucracy was incurred as agencies worked in isolation. This can lead to policies and procedures not being followed to the required standard expected within childcare practice. I will discuss the advantages and barriers to collaborative and integrated working and will identify how I believe this approach works well in my workplace. Main Body Integrated and Collaborative working within childhood practice is vital and it is imperative that all agencies are working together. This approach will prevent any loopholes or local arrangements developing and results in non-conformance with policies and procedures and leads to a disjointed system occurring which ultimately may result in Child poverty, Inequality, Social Exclusion, Educational Underachievement and Poor Health & Well Being. The Advantages of Collaborative working is that all staff implements a “Holistic Approach” with the...
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...The Teachers of Promise study (2005-2011) is a longitudinal study of 57 promising new primary and secondary teachers from their third to seventh years of teaching. The research aimed to uncover the factors that sustained and developed the commitment of a group of highly “promising” teachers over time — from their initial teacher education programmes, throughout their induction period and the following six years of teaching. Teachers shared their perspectives on the factors that helped them make a good start (or otherwise) in their careers and assisted them to build their teaching expertise and that of their colleagues. We chose to focus on this period because: •provisionally registered teachers have been, and are currently the focus of other studies •this is the period when teachers typically make critical decisions about their careers such as whether to stay in teaching, to advance up the career ladder, or to continue with professional learning; and •research demonstrates that teachers play a critical role in students' enjoyment and engagement in school, and their success as learners, so it matters how well teachers are prepared, mentored and supported as early career teachers. Participants were interviewed in 2005, 2006 and 2011, and surveys were undertaken in the same years. The surveys from 2006 onwards included versions for those who had left teaching or who were teaching overseas. We asked them to reflect on: • the reasons they decided to become teachers • their...
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...Evolution to Collaborative Networks March 7, 2012 Abstract From the beginning of man there have been many various forms of collaborative networks. Beginning crudely in clans, evolving to cultures, societies, governments, and finally in the market place. This paper examines the history and evolution of many of the most popular forms of collaborative networks in businesses from the early 1900s to the present day. It will examine the research claims as the best practices for the day, how it has evolved and what has caused collaborative networks to mature to the present day thinking. Finally, based on the historical evidence and its direction, observe what visionary direction the research should be looking to. Keywords: collaborative advantage, collaborative networks, co-operation, joint ventures, leadership, open markets, vertical integration. Evolution to Collaborative Networks Introduction It is no longer a secret in the business world today that competition is fierce. In every segment, the market is changing at an alarming rate. Product life cycles that used to last for years and decades are now only lasting for mere months. No company knows exactly what direction the market will go, so they are seeking the greatest intelligence to gain the greatest advantage. In the past it was to a firm’s advantage to obtain new information and keep it from their competitors and even their suppliers, but today’s technologies have evened the playing field. The elements that brought...
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...Associate Level Material Appendix E Collaboration Worksheet Write a 100- to 150-word response to each of the following questions: * What are the advantages of having diversity in a collaborative learning environment? Diversity is a key for almost any situation. When kids and adults can interact with others different from themselves, it makes a vast difference in their consciousness and ability to get along in a positive way with peers. Advantages of diversity in a collaborative learning environment are that it creates a greater variety of perspective, broadening the minds of all members of the group. Diversity also brings about tolerance and understanding of differences. I always tell my daughter who is only seven years old, It is important that she interacts with other children. It helps build confidence and early team work. It helps you to not be afraid to speak to one another and to say what is on your mind. We start early has young adults to work as a team when we need to. How might factors such as diversity, attitude, learning, and work styles affect collaboration? I believe that teamwork makes the dream work. With different diversity, attitude, learning, and work styles it really makes a difference in collaboration though my mother always says everybody needs somebody sometimes. Living Life Abundantly is a team effort! We can all realize our dreams and goals at an accelerated rate by using a little teamwork. We work in teams on our jobs. We work...
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...E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1] E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face...
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...Concerns of the General Educator in the Co-Teaching Environment To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that co-teaching is not the most...
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...children with experiences that reflect their identity through learning about their culture, developmental abilities and individuality (ACECQA, 2013, Quality Area 1). In planning for children’s learning, I will ensure that critical reflection and evaluation of the program is continuously documented so that informed curriculum decisions can be made to improve future learning outcomes for children according to the Early Years Learning Framework (ACECQA, 2013, Quality Area 1). I believe that each child has a right to experience quality education and care in an environment that provides for their health and safety (ACECQA, 2011). As an educator, I believe that it is my responsibility to teach children about healthy lifestyles and how these positive behaviours are modelled. When planning daily routines, I will ensure that discussions on healthy eating, hygiene practices and physical activities are all incorporated to promote the importance of health and prevention of illness to children (ACECQA, 2013, Quality Area 2)....
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...campus, where isolated directors pursue specialized interests. Thus, Centers, which serve the entire community, become marginalized. This paper provides a model to re-center academic Centers toward their original intent, through collaboration between specialized and generalized centers. The authors also suggest concrete steps to help examine, evaluate and create clear structures and communication for effective use of Centers in Higher Education. Introduction There seems to be an increase in institutional Centers around the world, which can be favorable, although it also has the potential to dilute the power of a centralized location and operation. To address this issue, this paper describes the idea of partnering Centers around a collaborative hub to offer more powerful opportunities in the context of resource utilization. It would appear that many institutions had originally used the word “Center” in association with typical mainstream definitions of center, which include a person, or group, or thing in the middle; to focus or bring together; to have as a main point, or theme. Others may perceive Centers as the ring around a bull’s eye, i.e., a potential target. Regardless, of the specific viewpoint, most believe that the intent of developing an institutional Center would be to develop a centralized gathering place for ideas, people and events. However, in actual practice, university Centers are generally established by administrative decree with limited faculty integration...
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...Dewey, and Lev Vygotsky formed constructivism, a learning theory which explains how “knowledge is constructed by organizing, structuring, and restructuring of experiences.” (Morrison, 2011, p. 66) Jean Piaget devoted his life and used his own children for observation and conducting research to develop this theory. Constructivism views the child as an active, social, and creative learner. Traditional method of teaching presents students with passive knowledge, this method has many pitfalls. Teachers that use the constructivist method view this theory as a tool box for the many problems of learning. (Perkins, 1999) Constructivism is a cognitive theory which focuses on experiential, hands-on, and activity based teaching and learning. Students are actively engaged in learning so it is very important to have learning environments that support active, reflective, contextual, and collaborative learning. (Keengwe & Onchwari, 2011) Students should not just receive passive knowledge but instead be actively engaged with hands-on or mind-on activities. (Morrison, 2011) A constructivist teacher understands that it is very important for the students to form their own representation of knowledge, and this can be done by active experience and exploration. Piaget believed that all children pass through different developmental stages. Sensorimotor, preoperational, and concrete operations start at birth and continue up to approximately 12 years of age. In these stages a child begins by using...
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...specialised training and high level qualification. The knowledge gained and the ethical standards of those professionals in their practice. They were governed by professional bodies, adhering to high values and having professional autonomy. These professionals were held in high esteem by society as possessing specialised knowledge and skills, who were equipped to apply this knowledge and implement their skills in the interest of others. The concept of professionalism and having status of being a professional within the early year’s workforce has been a contentious issue. Early year workers were one of the many professions not recognised by society as being professional. Some say it is due to the lack of value society in general placed on the quality and standard of qualification they held in comparison to that of other professions working within early year’s settings; such as teachers or speech and language therapists who held degree led qualifications. Early year workers skills and knowledge were also undervalued which reflected in lower levels of pay with no prospect of moving up the career ladder. It could be said that low pay relates to poor quality of service, while others say it indicates the status of the job. Society portrayed the profession as a ‘woman’s job’ who were just ‘playing with the children’. It is believed that this gender inequality and low pay status was a contributing factor into why very few men entered into childcare. Over the last two decades the number...
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...------------------------------------------------- Top of Form Effects of Technology on Education By Anton Lebedev | Submitted On January 22, 2010 4 1 Education has changed significantly in the last twenty years. One of the main reasons education has undergone so many changes is because of technological development. In 1990, computers and other forms of technology served a minimal role in the classroom. Today, many if not most college students attend class with a laptop. I am writing about some of the biggest advantages technology gave to education. Technology has made research much easier. Before online Encyclopedias, Google Scholar, JSTOR, and other online research tools were available, students were forced to spend numerous hours in the library. With the new tools, students can conduct research faster in the comfort of their homes. With Google and other search engines, students can find relevant information faster and more efficiently. Also, there is no more need for intensive memorization as information is more readily available. New also technology allows for a faster, more efficient, and more interactive classroom experience. With Powerpoint presentations and projectors, there is no need for blackboards and whiteboards. With clickers, students can take quizzes during the classroom. These developments also help improve tutoring services. Online tutoring programs are becoming available. One-on-one in-home tutoring programs are also being aided these developments. Tutors...
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...Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters A Thesis in The Department of Education Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Educational Technology) at September 2006 © Sharon Peters, 2006 CONCORDIA UNIVERSITY This is to certify that the thesis prepared By: Sharon Peters Entitled: Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills and submitted in partial fulfillment of the requirements for the degree of Master Educational Technology complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: ______________________________________ Chair ______________________________________ Examiner ______________________________________ Examiner ______________________________________ Supervisor Approved by ________________________________________________ Chair of Department or Graduate Program Director ________________________________________________ Dean of Faculty Date ________________________________________________ Abstract Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters While online learning environments have become common at the...
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...Hawkesbury, Parramatta and Penrith offer a variety of courses ranging from undergraduate level through to doctorate in a wide range of disciplines including Law, Medicine, Mathematics and Engineering, Science, Business, Psychology and Teaching and Education. As the pedagogical aspects of technology use have become more complex over the years, the University has faced unique IT challenges when providing their students with the necessary infrastructure and skills to prepare them for the workforce. From a desire to better incorporate the benefits of technology in their teaching methods and better prepare beginning teachers for a contemporary ICT enabled school learning environments, the University, through the School of Education, approached Acer Australia to assist in their Next Practice strategy and in particular the “Next Practice: Ubiquitous Access Pilot” program. Creating new learning experiences The overall planning, pedagogical approaches and the research aspects of the pilot were developed by a steering committee including the Dean, the PVC Teaching and Learning, academics from each of the three major pre-service teacher educations courses (Early Childhood, Primary and Secondary) and supported by Professional staff including the School Manager, the School’s Technical and Facilities Manager and staff from the UWS Information and Technologies Services Team including the Associate Director, Information Technology Services. Shane Wharton, School Manager, School of Education for the...
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...E-learning 1 E-learning E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1] E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used...
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... T. S., & McInnerney, J. M. (2007). Seven Problems of Online Group Learning (and Their Solutions). Educational Technology & Society, 10 (4), 257-268. Seven Problems of Online Group Learning (and Their Solutions) Tim S. Roberts and Joanne M. McInnerney Faculty of Business and Informatics, Central Queensland University, Australia // t.roberts@cqu.edu.au // cowlrick@optusnet.com.au ABSTRACT The benefits of online collaborative learning, sometimes referred to as CSCL (computer-supported collaborative learning) are compelling, but many instructors are loath to experiment with non-conventional methods of teaching and learning because of the perceived problems. This paper reviews the existing literature to present the seven most commonly reported such problems of online group learning, as identified by both researchers and practitioners, and offers practical solutions to each, in the hope that educators may be encouraged to “take the risk”. Keywords Online collaborative learning, CSCL, Group learning, Group work, Free riders Introduction The importance and relevance of social interaction to an effective learning process has been stressed by many theorists, from Vygotsky (1978), through advocates of situated learning such as Lave and Wenger (1991), and many other recent researchers and practitioners. Indeed, the academic, social, and psychological benefits of group learning in a face-to-face environment are well documented (see, for example, Johnson & Johnson, 1977, 1984;...
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