opportunities. In this module students are introduced to a wide range of concepts covering the whole field of marketing. For students intending to specialise in marketing it will provide a valuable introduction, underpinning the more specialist studies later on in their degree
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information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires
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LO 1 1.1 Self-managed learning is a way that individuals organise themselves and find different ways in learning things whether in the community or at work. It is also about setting out the goals for the learning by evaluating the purpose for learning and ways to achieve those goals. People always learn new things, for example, the culture of different people, behaviour, personality, perceptions and so on. People can learn things from college, through friends, personal and other people’s experience
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Approaches to self managed learning This report will have the information about how self-managed learning can enhance lifelong development by evaluating the approaches to self managed learning, ways in which lifelong learning in personal and professional contexts could be encouraged and the benefits of self managed learning to the individual and organisation. There will be also information about my own current skills and competencies against professional standards and those of organisation objectives
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A reflective account of my learning experience whilst undertaking my mentorship module. According to Schön (1983), the two types of reflection are reflection in action and reflection on action. Reflection in action is the process of reflecting whilst completing a task whilst reflection on action is the process of reflecting on what you have done. This is an account of my learning experience, combining both approaches, whilst undertaking the mentorship course. The Gibbs model (1988) is a popular
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Reflection On My Role As Student And Future Healthcare Practitioner. The aim of this essay is to reflect on my role as a future health care practitioner and this I will be carrying out by using the Rolfe’s reflective MODEL. According to Wikipedia (Rolfe, 2001) stated that through the Rolfe reflective model, ‘’..a description of the situation is given which then leads into the scrutiny of the situation and the construction of knowledge that has been learnt through the experience.” As a future
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Lessons Learned Paper Francisco E Guzman University of Phoenix Dr. Nancy Arduengo Lessons Learned Paper * Connecting with a group of doctoral students for the first residency is very challenging. Most of the students admitted to having feelings of misperception, worry, or uncertainty. Meeting someone new is certainly not comfortable, however the anticipations and nervousness of a doctoral program is adequate for someone to ask why one would choose to embark on a titanic venture
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7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6
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has led to fundamental changes in nursing education in the twenty first century; both in theory and practice. Today nurses are challenged with up-to date demands, including innovative medical treatments, leading to an aging population, with complex health values (Cherry, B. 2005). In addition, knowledgeable patients, who are averse to being told what to do but expect greater involvement in their own care planning. The need for graduate nurses is supported by the Willis Commission Report (2012) which
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7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6
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