... | |via StudySpace | |Industry Briefing Paper |70% |9am Thursday 21 April | | | |via StudySpace | |Individual in-class contributions to three “Experts and Novices” sessions, including a one |15% |Various: weeks 18, 19,| |page summary of your reading | |20 in class | The three elements are described in more detail here: 1. Individual learning log (15% of the marks) You are required to develop a personal learning log as part of your individual portfolio. This should include 300 words on each of the three guest speaker sessions (i.e., Merlin Stone, weeks 2, 3, and 5; Rob Thurner, weeks 7, 8 and 9 and Ardi Kolah, weeks 10-14). Reflections will be checked against attendance so if you are unable to make a session, please notify in advance (e-mail D.anderson@kingston.ac.uk) and explain how you intend to catch up with the content. A “pro-forma” of the learning log can be found on...
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...|1a. Module Title: |1b. Module Code: | |Crisis, Change and Creativity in Contemporary Business |BP1BS313 | |2a. Module Scheme: |2b. Name of Programme(s): | |Undergraduate |BSc(Hons) in Business and Management | |3a. Module Leader: |3b. Location: | |Ioannis Doukas (Ph.D Candidate) |Business School | |4a. Module Status: |4b. Module Credit Rating: |4c. Module Type: | |Dedicated |20 |Core Module (Compulsory Module) | |5. Programme Stage in which module is offered: | |Year 3, Semester A | |6. Total learning hours: ...
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...LEARNING LOGS or A REFLECTIVE LEARNING JOURNAL One way of developing evidence of your skills and knowledge development is to engage in the process of producing a learning log or learning journal. A learning log is basically a record or journal of your own learning. It is not necessarily a formal ‘academic’ piece of work. It is a personal record of your own learning. As such it is a document which is unique to you and cannot be ‘right’ or ‘wrong’, although there are ‘better’ and ‘worse’ ways of producing one. A learning log helps you to record, structure, think about and reflect upon, plan, develop and evidence your own learning. In the context of this module your learning needs to meet certain requirements if you are to achieve the assessment evidence criteria for your chosen skill area. What is a learning log? A learning log or journal is something that you use write down things which you may use as evidence of your own learning and skills development. It is not just a record of ‘What you have done’ but a record of what you have learnt, tried and critically reflected upon. For example in your learning log you could include details of what you did or how you did something and your reflections on this. Becoming a good self-critical reflector is not easy to do. You will probably not become a critical self reflector overnight, and it is a skill that some people seem to be able to do easily, whereas others, particularly people used to a more didactic or directive...
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...Module Specification | Code: | BS21116 | Title: | Research Project | Credits: | 15 | Level: | 5 | Administering School: | East Lancashire Business School | Module Leader(s): | Dr Stephen Kirkup | Assessment Split: | Coursework 100% | Recommended precursors: | SS11112 Research Methods | Typical Delivery mode: | In class delivery | Total contact hours: | Typically 45 | Module Description: | This module will provide students with the opportunity to carry out a small scale research project on an appropriate topic. It will build on and extend the knowledge and skills acquired at Level One in the Research Methods module. | Module TLA Strategy: | Learning and teaching is predominantly targeted on an individual basis through on-going supervision. However, to facilitate reinforcement of research methodologies and principles, there will be some formal sessions based on lectures and seminars. This is augmented with the use of peer group based reflections on the ongoing progress and reflection of the research.Assessment1 updated and modified project proposal (20%) and a 2,000 word report on the task/project (80%) | Programme Outcomes to which the module contributes: | A6 A8 C3 C7 C8 C9 C10 C11 C12 | Syllabus: | The students will undertake a programme of self managed study with guidance from their project supervisor.Students will:- * Modify their research proposal (previously generated) * Consider the ethics involved * Apply...
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...ACMS 6001 Introduction to Applied Critical Evaluation Module Plan Semester One, January 2012 (On-line delivery) Week | Topic (Discussion Thread) | Closing Date for Posting Response | Date of Feedback by Tutor | Assignment Dates | Wk 1. Mon 16th January | Skills Audit self assessment | Not posted. Used for first part of assignment | | Assignment A 10th FebruaryAssignment B 27th February | Wk 2. Mon 23rd January | Reflection | By 29th January | By 3rd February | | Wk 3. Monday 30th January | Critical Reading / Critical Thinking. Referencing Technique | By 5th February | By 7th February | | Wk 4. Monday 6th February | Information and How to Search for it | By 12th February | By 15th February | | Wk 5. Monday 13th February | Evaluating the Quality of Information | By 19th February | By 21st February | | Wk 6. Monday 20th February | | | | | N.B. Feedback to threads will be given as group feedback and will be posted within the announcements page of the module Blackboard site. Where necessary students will be emailed individually if specific issues need to be addressed. Week 1. Attend classroom workshop, 10 – 4pm: 16 January in Carlisle, 17 January Lancaster Activity – Skills audit self assessment. To be discussed with Personal Tutor by 30th January Week 2. Activity – Read resources on reflection within learning resources for the module. Thread - In a maximum of 300 words, prepare a reflective account of experience of undertaking the skills...
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...Certificate of Higher Education in Management/ Funeral Management Draft Module Outline (2015/16) Code: FFMN009H4 Term: Autumn and Spring Day – Autumn Term: Tuesday or Saturday (Bloomsbury) Day – Spring Term: Saturday (Bloomsbury) Time: Weekday Evenings 18:00 to 21:00; Saturdays 10:00 Time: Room(s): TBC Code: {{module code}} Term: {{term}} to 17:00 {{day/s}} 6.00pm to 9.00pm Room: {{room}} Lecturers: Ian Harrison Peter Hirsch Keith Mattacks V1:06/07/2015 Table of Contents Personal Effectiveness – Module Overview............................................................................................ 2 Aims and Objectives................................................................................................................................ 2 Learning Outcomes ................................................................................................................................. 2 Key Readings ........................................................................................................................................... 2 Required Reading................................................................................................................................2 Recommended Reading ...................................................................................................................... 2 Journal Articles...............................................................
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...teaching session and facilitating workplace learning module. INTRODUCTION As a requirement for the pre-registration program in Nilai University, I have to take Facilitating Workplace learning module. The aim of this module is to enable me to become a better facilitator in the future. Having experiences from my previous clinical posting, I realized that nursing profession is not only about patient’s bedside care, but also workplace improvement by facilitating others for example students, colleagues and patient health teaching. Gopee (2011) defined facilitating learning is that the learner becomes aware that they should be the originator of their thinking, meaning to say the learner should take more control of their learning instead of passively receive information from the teacher. In addition, facilitating learning is usually form part of healthcare’s professional code, as mentioned in code of practice by Nursing Midwifery Council (2008) that registered nurse must be willing to share their experiences and skills for the good of their colleagues and must facilitate student and others to develop their competent. In order to fulfill this subject, I have two main parts to complete. First, a plan for facilitating a learning session applied all the relevant theories that have been lecturing, and the second part, I am going to write here is a reflective essay using Gibb’s (1988) reflective cycle on what I have learn from this module and my learning from the observed session. In this...
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...Activity 4 – Essay Structure Dropbox: Reorganizing the Essay - (2.5%) Activity 5 – Statement of Intent and Initial List of Works Cited Dropbox: Statement of Intent and Initial List of Works Cited - Formative Activity 6 – Editing the Essay Discussion: Shakespeare Essay – Formative Dropbox: Literature Essay Rewrite (2.5%) Unit 2 – 15% Activity 1 – Imagery and Symbolism Discussion: Symbols and Images - Formative Dropbox: Poetic Verbal-Visual Collage (5%) Activity 2 – Diction Dropbox: Event Poem/Reflection - Formative Activity 3 – Form Discussion: Forms - Formative Activity 4 – Sound and Sense Dropbox: Poetry Analysis – Formative (5%) Activity 5 – Theme and Understanding Discussion: Battle of the Critics - Formative Activity 6 – ISP Reflective Journal Dropbox: Reflective Journal - Formative Activity 7 – Culminating Activity Dropbox: Best Poem in the World (5%) Discussion: Best Poem - Formative Unit 3 – 25% Activity 1 – Culminating Assignment Essay Module Discussion: Integrated Quotations - Formative Discussion: Elaboration of Evidence - Formative Activity 2 – Worldviews and Interpretations Dropbox: “The Return” Response (Parts A, B, and C) - Formative Activity 3 – Text Attack Discussion: The 5 ‘W’’s - Formative Activity 4 – Dramatic Irony Dropbox: Incidents of Dramatic Irony – 2.5% Activity 5 – Target the Audience Discussion: Cultural/Political Passage - Formative Activity 6 – Allusions in Hamlet Dropbox: Allusion Chart – Formative Discussion:...
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...Sunderland MBA MARKETING MANAGEMENT Module Code: PGBM 15 ~Module Introduction ~ ~Concepts of Marketing Management~ Presented by: Frankie Lim Frankie Lim L1 Module Introduction & Concepts of Marketing Management L1-1 Lecture Outline (PGBM 15) • Welcome & Getting to know each other • • Learning Outcomes Teaching & Learning Methods • • • • Assessment Methods Content Synopsis Concepts of Marketing Management Questions & Clarifications L1 Module Introduction & Concepts of Marketing Management L1-2 Frankie Lim LEARNING OUTCOMES • Upon successful completion of this module, students will have demonstrated • Knowledge • K1. That they can interpret and evaluate the merits of particular marketing concepts when applied to selected business situations. • K2. That they can evaluate the potential impact of factors in the external environment on the marketing activities of organisations • K3. That they can understand the major decisions that organisations confront in satisfying market-place needs. • K4. That they can analyse the significance of marketing planning in organisations. • Skills • S1. How to conduct research using relevant marketing journals and business documentation Frankie Lim L1 Module Introduction & Concepts of Marketing Management L1-3 TEACHING AND LEARNING METHODS • Directed reading will provide students with an insight into the relevant theories and concepts underpinning the module. • Lectures/Workshops will be used to facilitate...
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...This journal is a collection of the topics that were covered during the module on decision making. It is important to keep a learning journal as it helps in enhancing ones learning through all the process of thinking and writing about the learning experience. The journal will include a description of the teaching and the topics covered in the module, a reflection which gives my opinions and observations on the teaching topics and what I have learnt from the module. The aim of week 3 was to help us learn about how to make smart choices/decisions using the ProACT approach. Decision making is a fundamental life skill and this topic introduced to the process of making right decisions on any life problem. The aim of week 4 was to show on probability and risks that are associated with decision making. This topic clearly showed that are several risks and probabilities in decision making which usually influence the entire decision making process. The aim of week 5 was to introduce us to the beliefs, moral judgment and emotions in decision making. The topic explained on how some decision making processes are emotionally driven while others are driven by logic. The aim of week 6 is to show that decisions may be characterized by heuristics and bias. Sometimes, the decision we make may be biased or heuristic. A decision which is heuristic is based on beliefs which are concerned with the likelihood of events that are uncertain. Even though heuristic decision is effective, they usually lead...
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...The aim of this assignment is to demonstrate that I can through critical reflection, evaluate my performance as a mentor to a student nurse I have been working with on the ward. According to the Nursing and Midwifery Council (NMC) (2006) the term mentor is used to denote the role of a registered nurse who facilitates learning and supervises and assesses students in the practice place. They furthermore identify the eight mandatory standards that must be achieved to become a mentor, and within the assignment I shall be referring to the Standards to Support Learning and Assessment in Practice; NMC standards for mentors, practice teachers and teachers, and identifying the standards for mentors required (SM). This assignment will first look at the personal and professional reasons why I wanted to undertake the mentorship module. It will also discuss the importance of a supportive learning environment in the workplace, and how essential it is. My role as a mentor to a nursing student will be evaluated, looking at the way in which I supported her on the ward and how I facilitated this. In conclusion, I will identify my own personal development in undertaking and completing this module. As a registered nurse on a busy Paediatric ward I always enjoy supporting student nurses whilst they are on placement with us. There is an apparent shortage of qualified mentors on the ward, and within my last personal development review with my line manager I identified a need to attain the mentorship...
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... * Business School * * MGT3150 * * Managerial Leadership Module Handbook Autumn Term (24 week module) Department : Business and Management Module Leader: Jennie O’Connor Email: jennie4@mdx.ac.uk Telephone: 020 8411 4242 Room: W125 Campus: Hendon Module Tutors: Gavin Andrews (Hendon) Baboo Bhurusingh Ramkissoon (Mauritius) Eric Hwang (Hong Kong) Mr. C H Liyanage (ICB – Sri Lanka) Mohamad Rishardh (ICT – Sri Lanka) Neelofer Mashood (Dubai) Academic Year: October 2012/2013 Table of Contents Section | Content | Page | 123456Appendices123 | Module AimsModule SyllabusLearning OutcomesTeaching and Learning StrategiesLearning ResourcesAssessment StrategyKey DatesTeam Progress ReportAuthentic Learning Report Marking Criteria | 334579141517 | | | | 1. MODULE AIMS The purpose of general business and management programmes is threefold: 1. Study of organisations (public, private and non profit), their management and the changing external environment in which they operate. 2. Preparation for, and the development of, a career in business and management. 3. Enhancement of lifelong learning skills and personal development to contribute to society at large (QAA 2007). Within this context, this module aims to do the following: 4. Examine the historical context of managerial leadership and critically evaluate effectiveness...
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...|Module Code: |MK0491 | |Module Title: |Marketing Strategy | |Distributed on: | |Hand in Date: |Please refer to the assignment hand-in | | | | |schedule | Instructions on Assessment: Syndicate Group Follow the brief given in each case and prepare a presentation for each company. You should carry out your own research using academic journals for theories as well as market reports etc for external analysis. Every group member should contribute to the presentation, which should be about 20 minutes (2-3 mins/participant plus 5 – 10 mins for questions) and include the use of one or two PowerPoint posters. Note: that each member of the group should be prepared to answer questions and take part in a discussion following the presentation. Case Study 1: Apple Inc,’s iPhone: Can iPhone Maintain its Initial Momentum? (Ghauri and Cateora, 2010, p626) Brief: 1. Carry out a SWOT analysis for the iPhone with special attention to its pricing policies; comparing these strategies with product life cycle issues in different markets. Use the case study and the internet to collect information. 2. There has been much...
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...REFLECTION JOURNAL Name: Edward Ryles Jr Modules 1 & 2 Module 1: Driving is Your Responsibility: Please answer the following questions in complete sentences using proper spelling and grammar: Complete the K-W-L information below. K- What you Know List two things you know about driving. 1. Whenever operating a car you must always wear a seatbelt 2. Driving is a privilege not a right W—What you Want to know List two things you want to know about driving. 1. How to check your engine for problems or leaks 2. road signs and signal L—What you Learned Identify at least two new things you learned from Module One. 1. When driving you use central and peripheral vision 2. The main factor that cause reckless driving is your attitude Do you already have your learners permit? Yes or No- NO Module 2: The Driver: Please answer the following questions: Aha Moments: Aha moments are times when you have been reading something and the text suddenly makes sense or becomes clear to you. Please use complete sentences and proper spelling and grammar. Describe three aha moments that you had as you worked through Module Two. 1. 2. 3. How will this information affect you as a driver now and in the future? (2-3 sentences) OR If you did not have any ‘aha’ moments, answer the questions below in complete sentences using proper spelling and grammar: List three characteristics of ‘at risk’ drivers. 1. Negative or pessimistic...
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...1. In your answer, identify the main lines of argument and differences in points of view between the commentators and the author. Justify your own point of view regarding the importance of reflection to individual and organisational performance. In his article, “I Don't Have Time to Think!, Versus the Art of Reflective Practice”, Joseph Raelin defined the importance of reflective practice, laid down organizational strategies that encourage reflection, and called for developing the skills of reflection. Two commentators, namely Phillip DiChiara and Philip McArthur, presented contra-arguments as to the standpoint of the author on reflective practices. DiChiara's main argument evolves around the creation of a “safe space” to make reflection viable, whereas McArthur reckons the key barrier to reflection-in-action is not necessarily time but skill. Besides, he disagrees with the author on how to apply certain skills of reflection at the individual or collective levels. Philip DiChiara opines that the concept of reflective practise is essentially unknown to many practitioners. His main argument is that reflective practice can never flourish if the organization or managers do not set the stage and create an environment for reflection. He argues that managers have to facilitate the correct balance between “getting down to business” and nurturing a conducive environment for refection in order to engage their peers. In his belief, this is essentially due to the differences from group...
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