Module 2 Teaching approach
問題一覧
1
Knowledge involves two strongly inter-linked but different components: ___ and
___
Content,skills
2
____ includes facts, ideas, principles, evidence, and descriptions of
processes or procedures.
Content
3
reading, speaking and writing coherently and clearly, we need to add social media communication skills. These might include the ability to create a short
YouTube video to capture the demonstration of a process or to make a sales
pitch, the ability to reach out through the Internet to a wide community of
people with one’s ideas, to receive and incorporate feedback, to share
information appropriately, and to identify trends and ideas from elsewhere;
Communication skills
4
this means taking responsibility for
working out what you need to know, and where to find that knowledge. This is
an ongoing process in knowledge-based work, because the knowledge base is
constantly changing. Incidentally I am not talking here necessarily of academic
knowledge, although that too is changing; it could be learning about new
equipment, new ways of doing things, or learning who are the people you need
to know to get the job done;
Learn independently
5
this is required to build trust (particularly important
in informal social networks), but also because generally it is good business in a
world where there are many different players, and a greater degree of reliance
on others to accomplish one’s own goals;
Ethics,responsibility
6
although many knowledge workers work
independently or in very small companies, they depend heavily on
collaboration and the sharing of knowledge with others in related but
independent organizations. In small companies, it is essential that all
employees work closely together, share the same vision for a company and
help each other out. In particular, knowledge workers need to know how to
work collaboratively, virtually and at a distance, with colleagues, clients and
partners. The ‘pooling’ of collective knowledge, problem-solving and
implementation requires good teamwork and flexibility in taking on tasks or
solving problems that may be outside a narrow job definition but necessary for
success
Teamwork and flexibility
7
of all the skills needed in a knowledge-based society, these are
some of the most important. Businesses increasingly depend on the creation
of new products, new services and new processes to keep down costs and
increase competitiveness. Universities in particular have always prided
themselves on teaching such intellectual skills, but the move to larger classes
and more information transmission, especially at the undergraduate level,
challenges this assumption. Also, it is not just in the higher management
positions that these skills are required. Trades people in particular are
increasingly having to be problem-solvers rather than following standard
processes, which tend to become automated. Anyone dealing with the public
needs to be able to identify needs and find appropriate solutions;
Thinking skills
8
most knowledge-based activities depend heavily on the use of
technology. However the key issue is that these skills need to be embedded
within the knowledge domain in which the activity takes place. This means for
instance real estate agents knowing how to use geographical information
systems to identify sales trends and prices in different geographical locations,
welders knowing how to use computers to control robots examining and
repairing pipes, radiologists knowing how to use new technologies that ‘read’
and analyze MRI scans. Thus the use of digital technology needs to be
integrated with and evaluated through the knowledge-base of the subject area;
Digital skills
9
this is perhaps the most over-arching of all the
skills. Knowledge is not only rapidly changing with new research, new
developments, and rapid dissemination of ideas and practices over the
Internet, but the sources of information are increasing, with a great deal of
variability in the reliability or validity of the information. Thus the knowledge
that an engineer learns at university can quickly become obsolete. There is so
much information now in the health area that it is impossible for a medical
student to master all drug treatments, medical procedures and emerging
science such as genetic engineering, even within an eight year program. The
key skill in a knowledge-based society is knowledge management: how to find,
evaluate, analyze, apply and disseminate information, within a particular
context. This is a skill that graduates will need to employ long after graduation.
Knowledge management
10
In other words, these skills
need to be embedded within a knowledge domain. For example, problem
solving in medicine is different from problem-solving in business. Different
processes and approaches are used to solve problems in these domains (for
instance, medicine tends to be more deductive, business more intuitive;
medicine is more risk averse, business is more likely to accept a solution that
will contain a higher element of risk or uncertainty)
skills development is relatively context-specific.
11
often a good deal of practice – to reach mastery and
consistency in a particular skill;
Learners need practice
12
skills are often best learned in relatively small steps, with steps increasing as
mastery is approached;
Skills development
13
learners need _____ on a regular basis to learn skills quickly and
effectively; immediate feedback is usually better than late feedback
Feedback
14
although skills can be learned by trial and error without the intervention of a
teacher, coach, or technology, skills development can be greatly enhanced with ______, which means adopting appropriate teaching
methods and technologies for skills development;
Appropriate interventions
15
although content can be transmitted equally effectively through a wide range of
media, skills development is much more tied to____ teaching approaches
and technologies.
specific
16
In an age where economic development is tightly associated with higher levels
of education, the goal now is to bring as many students as possible to the standards
required, rather than focus on just the needs of the most able students. This means
finding ways of helping a very wide range of students with very different levels
of ability and/or prior knowledge to succeed. One size clearly does not fit all
today. Dealing with an increasingly diverse student population is perhaps the greatest
of all challenges then that teachers and instructors face in a digital age, particularly
but not exclusively at a post-secondary level. This is not something for which
instructors primarily qualified in subject matter expertise are well prepared.
Increased diversity
17
Understanding the motivation of students and what they expect to get out of a course
or program should also influence the design of a course or program. For academic
learning, it is often necessary to find ways to move students whose approach to
learning is initially driven by extrinsic rewards such as grades or qualifications to an
approach that engages and motivates students in the subject matter itself. Potential
students already with a post-secondary qualification and a good job may not want to
work through a pre-determined set of courses but may want just specific areas of
content from existing courses, tailored to meet their needs (for instance, on demand
and delivered online). Thus, it is important to have some kind of knowledge or
understanding of why learners are likely to take your course or program, and what
they are hoping to get out of it.
Learners' goal
18
Future learning often depends on students having prior knowledge or an ability to do
things at a certain level. Teachers aim to bridge the difference between what a learner
can do without help and what he or she can do with help, what Vygotsky (1978)
termed the zone of proximal development. If the difficulty level of the teaching is
aimed too far beyond the capability or prior knowledge and skills of a learner, then
learning fails to occur.
Prior knowledge or skills
19
Most students today have grown up with digital technologies such as mobile phones,
tablets and social media, including Facebook, Twitter, blogs and wikis. Prensky
(2010) and others (e.g. Tapscott, 2008) argue that not only are such students more
proficient in using such technologies than previous generations, but that they also
think differently (Tapscott, 2008).
Digital natives
20
According to ____ et al. (2012), “a generation is defined as individuals of a
particular age group who share common experiences, values, communities, and
sense of identity
Roberts
21
The ____ Generation encompasses those individuals born
between 1928 and 1945. According to Wallace (2006), Traditionalists or the ____;
are loyal and disciplined. Majority of them learn best through traditional, instructor-led
instruction; and seek to feel supported and valued by their teachers and supervisors.
Silent
22
Moreover, individuals who born between approximately 1946 through 1964 are
called the _____ generation. According to Loretto (2015), _____!are
extremely hard workers and very committed to their personal and professional goals.
Motivated by incentives, prestige, and position. Boomers are described as
work-centric, independent, goal-oriented, and competitive.
Baby boomers
23
the generation ____;includes those individuals born between1965
and 1982. Gen ____;students are leaning back and slackers. In line with this idea,
Wallace (2006) stated that these individuals expect freedom and balance in their
personal and workplace lives. Gen ____;embrace change. They are independent
thinkers and prefer to engaged in interesting work and efficient (Loretto, 2015).
Furthermore, they need instructors to explain in detail their expectations from them,
for example future assignments, the parameters of each lesson, and the sequential
steps involved in all assignments. Gen ___ students are judgmental and cliquish. They
like to question policies and projects, therefore, those who teach them must provide
credible reasons for tasks, decisions, and procedures (Wallace, 2006).
X
24
The generation who are web savvy and highly connected via social media, is
called Millennial Generation or Generation ____. Individuals who born since 1982
belongs to this generation. Nowadays, most students in higher educational
institutions are digital natives. These students learn differently and interact differently
than former students and then their older classmates. Due to the fact that they have
been raised in the Information age.
They use frequently technology such as computers, the Internet, mobile
phones during their daily life. According to Oblinger (2004), these students prefer
teamwork, experiential activities, and the use of technology. Millennials’' strengths
include goal orientation, positive attitudes, collaborative learning style, and
multitasking. Compared to members of other generations, Gen Y are more social and
confident (Oblinger, 2004). They are generally less independent, more inclusively
community oriented, and seek a sense of meaning in greater contexts.
Y
25
Gen __ is our first true generation of digital natives. Born into a technological
world, information has been placed at their fingertips and social media use has
become the norm. In fact, many members of Gen __ hardly go a day without
sustaining relationships through social media apps. A 2018 study found that 45% of
adolescents surveyed reported that they were online “almost constantly.” Gen __ is
marked by an uptick in anxiety and depression and has a stronger likelihood of
reporting mental health concerns. And unfortunately, less than a third of students
believe that their schools—where they spend the majority of their time—are prepared
to handle student mental health issues that could lead to self-harm or suicide.
Z
26
Gen ___, born between 2010 and 2025, are the first generation born
completely within the 21st century. And while Gen Z were our first true digital natives,
Gen ___ will mark a new digital age, given how quickly and exponentially
technology advances. The oldest of these students are just beginning middle school
after growing up with housemates like Amazon’s Alexa and Apple’s Siri, along with
other ubiquitous technologies
Alpha
Module 1: Teaching Approach
Module 1: Teaching Approach
Gresibelle Yumang · 28問 · 2年前Module 1: Teaching Approach
Module 1: Teaching Approach
28問 • 2年前MODULE 1 AOL1
MODULE 1 AOL1
Gresibelle Yumang · 59問 · 2年前MODULE 1 AOL1
MODULE 1 AOL1
59問 • 2年前WH: CHAPTER 21
WH: CHAPTER 21
Gresibelle Yumang · 88問 · 2年前WH: CHAPTER 21
WH: CHAPTER 21
88問 • 2年前WH: Chapter 20
WH: Chapter 20
Gresibelle Yumang · 46問 · 2年前WH: Chapter 20
WH: Chapter 20
46問 • 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
Gresibelle Yumang · 47問 · 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
47問 • 2年前WH: CHAPTER 18
WH: CHAPTER 18
Gresibelle Yumang · 19問 · 2年前WH: CHAPTER 18
WH: CHAPTER 18
19問 • 2年前WH: CHAPTER 19
WH: CHAPTER 19
Gresibelle Yumang · 35問 · 2年前WH: CHAPTER 19
WH: CHAPTER 19
35問 • 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
Gresibelle Yumang · 8問 · 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
8問 • 2年前BED: Module 1
BED: Module 1
Gresibelle Yumang · 37問 · 2年前BED: Module 1
BED: Module 1
37問 • 2年前Module 3 Teaching approach
Module 3 Teaching approach
Gresibelle Yumang · 32問 · 2年前Module 3 Teaching approach
Module 3 Teaching approach
32問 • 2年前ttl2
ttl2
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ttl2
6問 • 2年前1&2
1&2
Gresibelle Yumang · 47問 · 1年前1&2
1&2
47問 • 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
Gresibelle Yumang · 13問 · 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
13問 • 1年前module 1
module 1
Gresibelle Yumang · 47問 · 1年前module 1
module 1
47問 • 1年前問題一覧
1
Knowledge involves two strongly inter-linked but different components: ___ and
___
Content,skills
2
____ includes facts, ideas, principles, evidence, and descriptions of
processes or procedures.
Content
3
reading, speaking and writing coherently and clearly, we need to add social media communication skills. These might include the ability to create a short
YouTube video to capture the demonstration of a process or to make a sales
pitch, the ability to reach out through the Internet to a wide community of
people with one’s ideas, to receive and incorporate feedback, to share
information appropriately, and to identify trends and ideas from elsewhere;
Communication skills
4
this means taking responsibility for
working out what you need to know, and where to find that knowledge. This is
an ongoing process in knowledge-based work, because the knowledge base is
constantly changing. Incidentally I am not talking here necessarily of academic
knowledge, although that too is changing; it could be learning about new
equipment, new ways of doing things, or learning who are the people you need
to know to get the job done;
Learn independently
5
this is required to build trust (particularly important
in informal social networks), but also because generally it is good business in a
world where there are many different players, and a greater degree of reliance
on others to accomplish one’s own goals;
Ethics,responsibility
6
although many knowledge workers work
independently or in very small companies, they depend heavily on
collaboration and the sharing of knowledge with others in related but
independent organizations. In small companies, it is essential that all
employees work closely together, share the same vision for a company and
help each other out. In particular, knowledge workers need to know how to
work collaboratively, virtually and at a distance, with colleagues, clients and
partners. The ‘pooling’ of collective knowledge, problem-solving and
implementation requires good teamwork and flexibility in taking on tasks or
solving problems that may be outside a narrow job definition but necessary for
success
Teamwork and flexibility
7
of all the skills needed in a knowledge-based society, these are
some of the most important. Businesses increasingly depend on the creation
of new products, new services and new processes to keep down costs and
increase competitiveness. Universities in particular have always prided
themselves on teaching such intellectual skills, but the move to larger classes
and more information transmission, especially at the undergraduate level,
challenges this assumption. Also, it is not just in the higher management
positions that these skills are required. Trades people in particular are
increasingly having to be problem-solvers rather than following standard
processes, which tend to become automated. Anyone dealing with the public
needs to be able to identify needs and find appropriate solutions;
Thinking skills
8
most knowledge-based activities depend heavily on the use of
technology. However the key issue is that these skills need to be embedded
within the knowledge domain in which the activity takes place. This means for
instance real estate agents knowing how to use geographical information
systems to identify sales trends and prices in different geographical locations,
welders knowing how to use computers to control robots examining and
repairing pipes, radiologists knowing how to use new technologies that ‘read’
and analyze MRI scans. Thus the use of digital technology needs to be
integrated with and evaluated through the knowledge-base of the subject area;
Digital skills
9
this is perhaps the most over-arching of all the
skills. Knowledge is not only rapidly changing with new research, new
developments, and rapid dissemination of ideas and practices over the
Internet, but the sources of information are increasing, with a great deal of
variability in the reliability or validity of the information. Thus the knowledge
that an engineer learns at university can quickly become obsolete. There is so
much information now in the health area that it is impossible for a medical
student to master all drug treatments, medical procedures and emerging
science such as genetic engineering, even within an eight year program. The
key skill in a knowledge-based society is knowledge management: how to find,
evaluate, analyze, apply and disseminate information, within a particular
context. This is a skill that graduates will need to employ long after graduation.
Knowledge management
10
In other words, these skills
need to be embedded within a knowledge domain. For example, problem
solving in medicine is different from problem-solving in business. Different
processes and approaches are used to solve problems in these domains (for
instance, medicine tends to be more deductive, business more intuitive;
medicine is more risk averse, business is more likely to accept a solution that
will contain a higher element of risk or uncertainty)
skills development is relatively context-specific.
11
often a good deal of practice – to reach mastery and
consistency in a particular skill;
Learners need practice
12
skills are often best learned in relatively small steps, with steps increasing as
mastery is approached;
Skills development
13
learners need _____ on a regular basis to learn skills quickly and
effectively; immediate feedback is usually better than late feedback
Feedback
14
although skills can be learned by trial and error without the intervention of a
teacher, coach, or technology, skills development can be greatly enhanced with ______, which means adopting appropriate teaching
methods and technologies for skills development;
Appropriate interventions
15
although content can be transmitted equally effectively through a wide range of
media, skills development is much more tied to____ teaching approaches
and technologies.
specific
16
In an age where economic development is tightly associated with higher levels
of education, the goal now is to bring as many students as possible to the standards
required, rather than focus on just the needs of the most able students. This means
finding ways of helping a very wide range of students with very different levels
of ability and/or prior knowledge to succeed. One size clearly does not fit all
today. Dealing with an increasingly diverse student population is perhaps the greatest
of all challenges then that teachers and instructors face in a digital age, particularly
but not exclusively at a post-secondary level. This is not something for which
instructors primarily qualified in subject matter expertise are well prepared.
Increased diversity
17
Understanding the motivation of students and what they expect to get out of a course
or program should also influence the design of a course or program. For academic
learning, it is often necessary to find ways to move students whose approach to
learning is initially driven by extrinsic rewards such as grades or qualifications to an
approach that engages and motivates students in the subject matter itself. Potential
students already with a post-secondary qualification and a good job may not want to
work through a pre-determined set of courses but may want just specific areas of
content from existing courses, tailored to meet their needs (for instance, on demand
and delivered online). Thus, it is important to have some kind of knowledge or
understanding of why learners are likely to take your course or program, and what
they are hoping to get out of it.
Learners' goal
18
Future learning often depends on students having prior knowledge or an ability to do
things at a certain level. Teachers aim to bridge the difference between what a learner
can do without help and what he or she can do with help, what Vygotsky (1978)
termed the zone of proximal development. If the difficulty level of the teaching is
aimed too far beyond the capability or prior knowledge and skills of a learner, then
learning fails to occur.
Prior knowledge or skills
19
Most students today have grown up with digital technologies such as mobile phones,
tablets and social media, including Facebook, Twitter, blogs and wikis. Prensky
(2010) and others (e.g. Tapscott, 2008) argue that not only are such students more
proficient in using such technologies than previous generations, but that they also
think differently (Tapscott, 2008).
Digital natives
20
According to ____ et al. (2012), “a generation is defined as individuals of a
particular age group who share common experiences, values, communities, and
sense of identity
Roberts
21
The ____ Generation encompasses those individuals born
between 1928 and 1945. According to Wallace (2006), Traditionalists or the ____;
are loyal and disciplined. Majority of them learn best through traditional, instructor-led
instruction; and seek to feel supported and valued by their teachers and supervisors.
Silent
22
Moreover, individuals who born between approximately 1946 through 1964 are
called the _____ generation. According to Loretto (2015), _____!are
extremely hard workers and very committed to their personal and professional goals.
Motivated by incentives, prestige, and position. Boomers are described as
work-centric, independent, goal-oriented, and competitive.
Baby boomers
23
the generation ____;includes those individuals born between1965
and 1982. Gen ____;students are leaning back and slackers. In line with this idea,
Wallace (2006) stated that these individuals expect freedom and balance in their
personal and workplace lives. Gen ____;embrace change. They are independent
thinkers and prefer to engaged in interesting work and efficient (Loretto, 2015).
Furthermore, they need instructors to explain in detail their expectations from them,
for example future assignments, the parameters of each lesson, and the sequential
steps involved in all assignments. Gen ___ students are judgmental and cliquish. They
like to question policies and projects, therefore, those who teach them must provide
credible reasons for tasks, decisions, and procedures (Wallace, 2006).
X
24
The generation who are web savvy and highly connected via social media, is
called Millennial Generation or Generation ____. Individuals who born since 1982
belongs to this generation. Nowadays, most students in higher educational
institutions are digital natives. These students learn differently and interact differently
than former students and then their older classmates. Due to the fact that they have
been raised in the Information age.
They use frequently technology such as computers, the Internet, mobile
phones during their daily life. According to Oblinger (2004), these students prefer
teamwork, experiential activities, and the use of technology. Millennials’' strengths
include goal orientation, positive attitudes, collaborative learning style, and
multitasking. Compared to members of other generations, Gen Y are more social and
confident (Oblinger, 2004). They are generally less independent, more inclusively
community oriented, and seek a sense of meaning in greater contexts.
Y
25
Gen __ is our first true generation of digital natives. Born into a technological
world, information has been placed at their fingertips and social media use has
become the norm. In fact, many members of Gen __ hardly go a day without
sustaining relationships through social media apps. A 2018 study found that 45% of
adolescents surveyed reported that they were online “almost constantly.” Gen __ is
marked by an uptick in anxiety and depression and has a stronger likelihood of
reporting mental health concerns. And unfortunately, less than a third of students
believe that their schools—where they spend the majority of their time—are prepared
to handle student mental health issues that could lead to self-harm or suicide.
Z
26
Gen ___, born between 2010 and 2025, are the first generation born
completely within the 21st century. And while Gen Z were our first true digital natives,
Gen ___ will mark a new digital age, given how quickly and exponentially
technology advances. The oldest of these students are just beginning middle school
after growing up with housemates like Amazon’s Alexa and Apple’s Siri, along with
other ubiquitous technologies
Alpha