The Core Competencies - Research and Information Literacy at UCLA

The Core Competencies for Research and Information Literacy at UCLA provides a foundation for teaching and evaluating research skills and information literacy. Recognizing that there are varying needs across disciplines and experience levels, this document is intended as a starting point that can be adapted for specific contexts. This document provides:* a concise summary of the core competencies and their relationship to the ACRL Framework for Information Literacy;* a toolkit of learning outcomes, activities, and assessment techniques for each core competency;* and an example assessment rubric. Authors and Contributors This document was created by the UCLA Library Teaching & Learning Functional Team, 2018-2019Project leads: Doug Worsham, Diane Mizrachi, Monica HaganContributors: Joy Doan, Nisha Mody, Renee Romero, Robert Gore, Elizabeth Cheney, Margarita Nafpaktitis, Julia Glassman, Reed Buck, and all UCLA Library staff that provided feedback throughout the process

Evaluation of arts across the curriculum

This is the final report on the evaluation of the Arts Across the Curriculum (AAC) project, prepared bythe evaluation team in the Quality in Education Centre (QIE) at the University of Strathclyde, who were commissioned by the Scottish Government (formerly Scottish Executive) Education Department.Arts Across the Curriculum is a three-year pilot project sponsored by the former Scottish Executive'sFuture Learning and Teaching (FLaT) programme1, the Scottish Arts Council, and seven localauthorities in which the initiative is being piloted. In order to be eligible to participate in AAC, localauthorities had to have a Creative Links Officer in post. The seven Creative Links Officers were responsible for the management of the AAC project in their local authority

Team-Based Learning in Law

Used for over thirty years in a wide variety of fields, Team-Based Learning is a powerful teaching strategy that improves student learning. Used effectively, it enables students to actively engage in applying legal concepts in every class -- without sacrificing coverage. Because this teaching strategy has been used in classes with over 200 students, it also provides an efficient and affordable way to provide significant learning. Based on the principles of instructional design, Team-Based Learning has built-in student accountability, promotes independent student preparation, and fosters professional skills. This article provides an overview of Team-Based Learning, reasons to adopt this teaching strategy in light of Best Practices for Legal Education and the Carnegie and MacCrate reports, concrete methods to use Team-Based Learning in Law School, and ways to address challenges to this teaching strategy. Co-authors Sophie M. Sparrow and Margaret Sova McCabe provide examples from their years of teaching a variety of courses using Team-Based Learning

Evaluation of North Lanarkshire's cooperative learning programme

This is the final report by the Quality in Education Centre (QIE) at the University of Strathclyde of anevaluation of the North Lanarkshire cooperative learning project. The project and the evaluation arefunded as part of the Scottish Executive's Future Learning and Teaching (FLaT) Programme(http://www.flatprojects.org.uk/). Cooperative learning was introduced in North Lanarkshire in 2002 as part of a wider programme toraise aspirations and achievement and attainment (Raising Achievement for All,North Lanarkshire Education Department, 1998). The authority have made the commitment that all teachers and supportstaff will be trained in cooperative learning, if they wish, over a period of at least 5 years. Since theintroduction of A Curriculum for Excellence, the authority has been emphasising the strengths ofcooperative learning in supporting the development of the four capacities (successful learners,confident individuals, responsible citizens and effective contributors to society). They also believe that it provides a suitable medium for taking forward other national initiatives such asAssessment is for Learning and Enterprise in Education

Dynamics of Team Teaching and Research in a Management School: Learning and Imperatives

This paper discusses the experience of team teaching to address the issues of integration of academic inputs by bringing multi-disciplinary perspective together and thereby enhance learning experience of participants. The paper delves on the process, events and outcome of team teaching by four faculty members at IIM Ahmedabad who collaborated in teaching, writing cases, and doing research for a period of more than three years. The experience has been summarized using the following dimensions: need for team-teaching, existing mechanisms and barriers, opportunities and potential, imperatives, fall-outs and challenges experienced in the process. The cohesion, trust and mutual respect are key imperatives. The other factors contributing to the success of team-teaching are strong felt need by the members for integration in programmes, complementary skills and experiences of team members, frequent programmes with integrated components that provided continuous opportunities for learning, co-location of the instructors, and off-site programmes that provided opportunities for close get-togethers. The autonomy granted by the institution to instructors and co-coordinators to design and execute learning opportunities was also instrumental in the success. In an environment where the rule of the game is individualism, forming teams creates fears of loss of importance and recognition. The experience shows that the competency of the members and the overall effectiveness of the tasks are strengthened if the team believes in “reciprocating interdependence”. This can be possible only if members allow themselves opportunities to experiment, improvise and review

PERSEPSI SISWA KELAS X PROGRAM KEAHLIAN MEKANIK OTOMOTIF SMK MUHAMMADIYAH 3 YOGYAKARTA TERHADAP PENGAJARAN TEAM TEACHING PADA MATA DIKLAT MEMPERBAIKI RODA DAN BAN

Penelitian ini bertujuan untuk mengetahui: 1) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap penyajian materi dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban. 2) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap pengelolaan kelas dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban. 3) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap latihan siswa dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban. Penelitian ini adalah penelitian non-eksperimental kuantitatif dengan metode pendekatan deskriptif. Pengumpulan data dilakukan dengan menggunakan metode kuesioner pada 84 orang responden. Uji validitas instrument dilakukan melalui penilaian para ahli (expert judgement). Data disajikan berdasarkan rentang kategori yang telah ditetapkan yakni; baik, cukup baik, kurang baik, dan tidak baik. Data hasil penelitian juga ditampilkan dalam bentuk persentase dan diagram lingkaran (piechart) untuk lebih mudah dalam pemaparan hasil. Hasil penelitian menunjukkan bahwa: 1) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap penyajian materi dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban adalah cukup baik. Ditandai 19 responden atau 23% pada kategori baik, sedangkan 65 responden atau 77% dalam kategori cukup baik. 2.) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap pengelolaan kelas dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban adalah cukup baik. Ditandai 23 responden atau 27% dalam kategori baik, 51 responden atau 61% pada kategori cukup baik, dan 10 responden atau 12% pada kategori kurang baik. 3.) Persepsi siswa kelas X Program Keahlian Mekanik Otomotif SMK Muhammadiyah 3 Yogyakarta terhadap latihan siswa dalam pengajaran team teaching pada mata diklat memperbaiki roda dan ban adalah cukup baik. Ditandai 34 responden atau 41% pada kategori baik, 48 responden atau 57% terdapat pada kategori cukup baik, sedangkan 2 responden atau 2% terdapat pada kategori kurang baik

Manajemen Team Teaching Mata Pelajaran Kejuruan Di SMKN 1 Gombong Dan SMKN 1 Puring

The objective of this research is to determine; (1) empiric information of team teaching implementation, and management team teaching implementation, (2) the evaluation process of team teaching implementation at SMKN 1 Gombong and SMKN 1 Puring. This research used qualitative approach. Data were collected by interview, documentation, and observation. Data analysis technique used inductive analysis data. The results of the research indicate that (1) Otomotif Department of SMKN 1 Gombong applied team teaching learning model; while team teaching in SMKN 1 Puring did not apply the full principles of team teaching learning model, (2) Management team teaching implementation in SMKN 1 Gombong was done effectively enough; besides management team teaching implementation in SMKN 1 Puring needs some improvements for each part of management process (3) Team teaching in SMKN 1 Gombong relatively fulfilled the principles of team teaching learning models and management process; while team teaching in SMKN 1 Puring needed some improvents to fullfill principles of team teaching model and management process

AN EMPIRICAL EVALUATION OF EXPERIENCED-BASED LEARNING: A ROPES COURSE ILLUSTRATION

This paper draws on empirical evidence to measure the impact of using corporate-like outdoor-based team training to enhance the effectiveness of student groups and teach team player skills. Results indicate that outdoor team activities had greater effects and impacts on student behaviors and learning than in class team activities.team experiential learning, outdoor-based training, team building, Teaching/Communication/Extension/Profession,

Fostering the reduction of assortative mixing or homophily into the class

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.Postprint (published version