Since 1997 Design-based Learning (DBL) has become the educational concept at Eindhoven University of Technology (TU/e). There was a need at that time to develop a common view for innovation in the ...educational system. DBL has been modelled to serve the purposes of scientific technical education with an underlying emphasis in ‘design’ (Wijnen, 2000). The rationale behind this approach was to provide the programs with a more competence-based orientation and to educate students to meet the requirements of technical systems. The profile of DBL was thus described in terms of features (i.e. Professionalization, Activation, Co- operation, Creativity, Integration, Multidisciplinary). DBL was not implemented following a uniform curriculum model, rather it was implemented according to the needs and ideas in every specific department. For Mechanical Engineering, the DBL working methodology to solve problems is based on Problem-based Learning (PBL), whereas the method to design a product departs from on project process orientation.
Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by ...Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.
This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday ...interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes.
This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English.
The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition.
The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies.
This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.
This research is concerned with investigating reengineering teams in the context of business process change, or more widely known, business process reengineering (BPR). Business Process Change, on ...the one hand, is still considered as being an approach that is required in recent times. Reengineering teams (teams that are involved with the planning, analysis and design of the approach) on the other hand, have been viewed to be essential for the development and implementation of BPR. Bearing these points in mind, it was discovered that although the reengineering teams area warrants attention, there has been little attention paid to it. In the reengineering area, specifically, this research aims to address two main issues: first, the role of reengineering teams in business process change and second, the human and organisational aspects that surround the teams. For this, the research applied several steps and they are described in the following paragraphs. To discover the role of the reengineering teams in the context of business process change, it was initially assumed that the foundations of the BPR lie in organisational change. Using this assumption, it became simpler and clearer to determine the exact role of teams. With regards to the human and organisational aspects, a strategy unique to the topic was adopted. At the outset, some human and organisational aspects that are more commonly found in the organisational behaviour and psychology areas were revealed and research with regards to these particular aspects was described. Whilst that was the theoretical side of the research, the research then had to determine whether the deductions formed from the theoretical side were evident in practice. For the empirical results, the research used a combination of approaches in order to obtain the desired results. A qualitative approach that has its foundations in Interpretivism was the methodology used in the research. The ontology assumed then that subjective meanings could be assumed to reconstruct reality. Evidence from practice was obtained using initially, two pilot studies. Further, a multiple case study strategy and the research techniques of mainly, interviews and referring to archival documents were utilised. Once the data was analysed, a theory that could be used for future research in the reengineering teams area was developed. This was arrived at using a combination of certain grounded theory techniques, particularly, the forming of categories and coding. The findings suggested that reengineering teams are imperative for BPR and that some of the selected human and organisational aspects are evident in the newly formed theory.
A Suggestion: Team Role-Playing Knowles, Wendell
Journal of counseling psychology,
01/1960, Letnik:
7, Številka:
2
Journal Article
Recenzirano
Counselors, training directors and supervisors who use role-playing may be interested in a variation of the traditional role-playing approach. This variation, which might be called team role-playing, ...came as an answer to a persistent problem in handling executive development groups. We needed badly a variation of role-playing which would be spontaneous, could be structured on the spot without advance planning, and would leave the instructor free to observe and evaluate, rather than participate. We hit on the idea of dividing the group into leaderless teams and letting them structure the role-playing situation. This has turned out to have many additional, but unforseen, advantages.
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