Chapter 1: Introduction 1 Introduction E-learning is the delivery of training and learning using means of electronic media‚ such as computers‚ Internet or intranet (Tastle‚ White‚ & Shackleton‚ 2005). Three basic ingredients of e-learning constitute: content and instructional methods; ways of delivering content and methods; and achievement of personal and organisational goals. These ingredients are also referred as the what‚ how and why elements of e-learning respectively (Clark & Mayer‚ 2008). This
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SUBJECT/MODULE Independent Learning in Health and Social Care SUBJECT TUTOR Jaswinder Sekhon STUDENT NAME YEAR 2011/2012 STAGE 1 PROGRAMME National Diploma Health and Social Care Assignment brief verified by: Date: Key Skills Verified by: Date: Assessment verified by: Date: DATE SET: 13th January 2014 DEADLINE DATE: Task 1: 24th March 2014 Task 2: 9 June 2014 ACTUAL SUBMISSION: ASSIGNMENT TITLE: SUMMARY OF LEARNING OUTCOMES 1. Know how to use resources to support
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paper aims at analyzing my learning experience in the Personal and Research Skills module and how these experiences are likely to help both my post graduate study at The Robert Gordon University and my future career. During my post graduate studies at The Robert Gordon University‚ Aberdeen‚ Personal and Research Skills was one of the four modules I took in the first semester. This module invoked a mixed feeling of anxiety and eagerness to learn more about effective learning skills‚ critical thinking
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Strategies for Effective Learning The variety of teaching and learning methods which is used within a course is an important factor in creating a course with interest to students. They range from teacher led‚ e.g. lectures‚ to being student led e.g. such as group discussions. As students have different learning styles they benefit most when taught in their preferred style‚ research shows that it is beneficial to all students to receive information in varying styles. Additionally‚ instruction
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PTLLS Reflective Learning Log Writing your reflections helps you to remember something later and is a record to look back on (not least for completing assignment work). The act of writing engages our brains. To write we have to think which‚ in turn‚ will prompt us to consider topics further enabling deeper learning. To be completed after each college session and following your own research throughout the PTLLS programme. At the start of each PTLLS session you will be asked to share your reflections
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1. Understanding own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to your own role and responsibilities In my own role in the lifelong learning sector I have responsibilities to be aware of and follow‚ Legislations‚ Regulatory requirements and codes of practise‚ all of these will have a direct impact on my teaching and my learning environment. The legislative requirements I must follow are: Health
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Audit: 7 My personal skills self-assessment audit: 7 Personal SWOT analysis: 10 My personal SWOT analysis table: 10 Personal development plan Or PDP 12 Part A Task 2 13 Kolb learning cycle theory: 13 Honey and Mumford learning styles: 14 My own learning styles: 15 References: 16 |Personal Portfolio | |CV
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the Learning Styles........................................... Page 4 3. My Learning Style......................................................................... Page 5‚ 6 4. Conclusion.................................................................................... Page 7 5. References......................................................................................Page 8 Introduction: Human beings use five senses to develop and adjust to the best way of learning. By touching
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and Principles of Learning (TPPL) Assignment Part A – Literature review analysing theories and principles of learning. Learning Styles A student’s individual learning style is their normal reaction to information or experiences. For example‚ Keefe (1979) defines learning styles as the "composite of characteristic cognitive‚ affective‚ and physiological factors that serve as relatively stable indicators of how a learner perceives‚ interacts with‚ and responds to the learning environment."‚ or
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UNDERSTANDING GOOD PRACTICE IN WORKPLACE COACHING What is coaching – “The coach works with the clients to achieve a speedy‚ increased and sustainable effectiveness in their lives and careers through focused learning. The coach’s sole aim is to work with the client to achieve all of the client’s potential-as defined by the client” The Coaching Manual Starr‚ J 2008. There are fundamental personal qualities‚ coaching competencies and skills that are needed to become a good coach. These include
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