This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
This learning module provides an overview of key concepts related to child and adolescent learners and learning principles. It is divided into four modules that cover basic concepts of human development, developmental theories, development at various stages, and learning theories. The first topic introduces the 14 Learner-Centered Psychological Principles developed by the American Psychological Association, which are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. The principles emphasize that learning is most effective when the learner constructs their own understanding, thinks strategically, and is influenced by environmental context. Future teachers are asked to consider how to apply each principle through classroom activities.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
the history of the Philippines education (teaching profession)Lorein May Pabilona
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
This document discusses learner-centered teaching strategies that promote discovery learning through in-the-process activities like role play, brainstorming, open learning, group projects, case studies, and simulations. Some key principles for these strategies are that non-participation destroys attention, students explaining content replaces the need for teachers to do so, encouraging teamwork and diversity in perspectives and styles, initiating search processes, and letting students create something.
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
This document discusses active learning and learner-centered instructional strategies. It describes how learner-centered approaches involve students directly in their learning through activities like group work, projects, and discussion. Several specific active learning strategies are outlined, including jigsaw activities, name tags interviews, commonalities exercises, Saturday night planning, KWL charts, and more. These strategies are meant to make students active participants in their education and encourage collaboration, participation, and accountability. The document emphasizes that learner-centered approaches are most effective when students work in pairs and small groups.
This document discusses the student-centered approach to learning. It presents several key beliefs: that students learn in different ways, learning is an active process, students are engaged when involved, and knowledge is built internally. The workshop teaches the characteristics of student-centered classes, where students do 80% of the work and teachers organize 20%. An activity checklist is provided to ensure activities include prediction, self-discovery, involvement, application of knowledge, and varied interaction patterns. Benefits of the student-centered approach for both students and teachers are outlined.
Each person has unique talents, interests, and capabilities that are determined by innate, inherited, and acquired characteristics. Teachers can help students know, accept, trust, and develop themselves by taking into account individual differences in learning strategies, experiences, heredity, language, culture, and social backgrounds. Assessing learners and learning progress through diagnostic, process, and outcome measures is integral to setting appropriately high standards.
The document discusses the student-centered classroom approach. It defines this approach as focusing on student learning rather than teacher teaching, and includes varied teaching methods. The approach has value in increasing student engagement, learning, and self-development skills. It is based on theories around the functions of content, the teacher's role in fostering learning, student responsibility for learning, formative assessment, and balancing power between teachers and students. The document provides examples of implementing techniques like involving students and reducing teacher talk.
The document outlines a professional development training on creating a student-centered learning environment using technology. The training covers identifying methods to incorporate technology and the NETS standards, brainstorming creative student-centered approaches, and solutions for challenges like funding, access, and copyright guidelines. The training emphasizes that teachers, technology, and student-centered approaches can lead to active learning when combined effectively.
Teacher-centered education focuses on the teacher imparting knowledge to students through direct instruction. The teacher talks while students listen, and the teacher determines classroom activities. While this approach is effective for teaching basic skills, it has disadvantages like not developing higher-order thinking or workforce skills in students, making them overly dependent on the teacher for learning.
Collection of teaching guidelines wl exceptionalitiesAngelito Pera
The document discusses effective teaching practices for students with exceptionalities. It recommends planning lessons that break information into smaller chunks and build upon prior knowledge. Lectures should be kept short at 15 minutes or less with interactive questions. Students should work in cooperative groups with clear roles to encourage teamwork and participation. Positive praise and rewards can motivate exceptional students. Specific strategies are provided for students with emotional disturbances, including the use of schedules, checklists, breaking assignments into chunks, proximity to the teacher, additional review, and explicitly teaching organizational skills.
There are different types of learning processes, including habit formation and generating cognitive skills/strategies. Successful learners are active, goal-directed, self-regulating, and take responsibility for their learning. Learners must generate and pursue personally relevant goals to construct knowledge representations and acquire thinking/learning strategies over their lifespan. Educators can help learners create meaningful goals aligned with interests. Knowledge deepens as learners build links between new and existing information in various forms. Educators can assist with strategies like concept mapping to help learners integrate knowledge. Successful learners use strategic thinking and understand various strategies to achieve goals and apply knowledge flexibly.
This document discusses student-centered learning in education. Student-centered learning focuses on the needs and abilities of students by making the learning relevant to their lives. It aims to increase student motivation by allowing them to discover information through practical experiences and group learning activities. Some advantages of student-centered learning mentioned include strengthening student motivation, promoting peer communication, and building student-teacher relationships. While India currently uses a mixture of teacher-centered and student-centered approaches, the document suggests greater policy support is needed for school-based teacher professional development to further encourage student-centered learning.
Facilitating Human Learning Module 1 & 2Rona Laureta
This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
The document compares teacher-centered and learner-centered paradigms. In a teacher-centered paradigm, knowledge is transmitted from the professor to passive students, assessment is used to monitor learning, and the focus is on acquiring knowledge outside of its context. In contrast, a learner-centered paradigm views students as actively constructing knowledge through inquiry and problem-solving, assessment is used to promote learning, and emphasis is placed on using knowledge to address real-life issues. The professor's role shifts from primary information giver to coach and facilitator who learns alongside students.
Student-centered learning focuses on the needs of students rather than teachers or administrators. It actively engages students in their own learning by encouraging independent thinking, allowing student interests to guide activities, and giving students choices and authentic problems to solve. Students are assessed on demonstrating their understanding in various ways and receive guided support as they monitor their own learning.
This document discusses several theories of motivation:
1. Attribution theory explains how people attribute their successes and failures to internal or external factors.
2. Self-efficacy theory states that a sense of competence and belief in one's abilities increases motivation. Strategies to enhance self-efficacy are outlined.
3. Self-determination theory discusses how providing choices and evaluating performance in a non-controlling way can increase motivation. Self-regulation involves goal-setting, planning, and self-monitoring.
The document describes the seven qualities of a high quality curriculum material (7 R's). The seven qualities are: 1) Rigorous - requires high level thinking, 2) Real - authentic to real-life tasks, 3) Requires Independence - self-directed learning, 4) Rich in Thinking - more than memorization, 5) Revealing - uncovers understanding and misconceptions, 6) Rewarding - intrinsically motivating, and 7) Reflective - encourages reflection on learning. Each quality is then further described in one or two sentences.
The document discusses the skills needed for 21st century learners and curriculum. It identifies issues facing the 21st century like globalization, environmental concerns, and technological change. Curriculum should provide knowledge, skills, and values to address these issues. Key skills identified include: learning and innovation skills like critical thinking; knowledge, information, media and technology literacy; life skills like collaboration; and citizenship skills like global awareness. It also discusses five frames of thinking and seven survival skills needed for the 21st century curriculum, such as agility, collaboration, communication, and accessing information.
Using Educational Theory and Moral Psychology to Inform the Teaching of Ethic...Jeanne Winstead
The document discusses using educational theory and moral psychology to inform the teaching of ethics in computing. It summarizes key challenges in information security, and theories of moral development. It argues that constructivism and critical theory are best suited for teaching ethics, as constructivism addresses the developmental nature of learning ethics through experience, while critical theory empowers students. An effective approach provides experiential learning and takes students' perspectives into account to help them develop reasoned ethical decision-making.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
The document outlines 14 psychological principles of learning according to the American Psychological Association. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experience. Successful learners are active, goal-oriented, and self-regulating. Learning is influenced by many environmental and individual factors, including culture, technology, instructional practices, motivation, emotions, beliefs, and social interactions. Assessing learning progress through diagnostic, process and outcome measures provides valuable feedback for learners and teachers.
Learner centered lesson planning & instructiongcee kech
This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
The document discusses several theories related to learner development:
1. Sigmund Freud emphasized that personality consists of the id (pleasure-centered), ego (reality-centered), and superego (conscience). He also believed people progress through 5 psychosexual development stages from oral to genital.
2. Jean Piaget's theory of cognitive development consists of 4 stages from sensorimotor to formal operations based on how children understand and interact with the world.
3. Lev Vygotsky emphasized that social learning and culture influence cognitive development and the zone of proximal development, which is the distance between what learners can do independently vs. with guidance.
The 14 learner-centered psychological principles developed by the American Psychological Association are categorized into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual differences factors. The principles state that learning is most effective when the material is appropriately challenging, socially interactive, and relevant to the learner's interests and goals. Successful learners actively construct their own knowledge, use strategic thinking and self-reflection, and are intrinsically motivated to learn.
The document discusses the 14 principles of learner-centered psychology put forth by the American Psychological Association (APA). The principles are divided into 4 categories: cognitive/metacognition, motivation/affect, development/social, and individual differences. Some key principles discussed include how learning is an intentional meaning-making process, influenced by goals, prior knowledge, thinking strategies, context, and motivation. Constructivist teaching methods aim to incorporate these principles by having students actively construct knowledge through hands-on activities and social interactions.
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
This document outlines 14 learner-centered principles organized under 5 areas: cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, individual differences factors, and context factors. The principles state that learning is most effective when it is an intentional process, when learners can create meaningful representations and link new information to existing knowledge, and when individual differences, motivation, development, and context are taken into account.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
The Psychology of Learning: Understanding Cognitive Processes and Educational...anwarkhan45314
Learning is a complex and multifaceted process that is influenced by various cognitive factors and educational strategies. The field of psychology offers valuable insights into how individuals acquire knowledge, retain information, and apply learning in different contexts.
Lorena Torres outlines her teaching philosophy which focuses on promoting lifelong learning and critical thinking in students. She aims to transfer knowledge, mentor students, and encourage hard work and resilience. To achieve this, she will apply educational theories including cognitive, social, and behavioral development as well as addressing student diversity and learning styles. She emphasizes the importance of instructional planning and using various forms of assessment to promote student learning and monitor progress. Her overall goal is to make a positive difference in students' lives through establishing a supportive learning environment.
Demonstrate an Understanding of Learner Centered Principles.pptxrakchhyau
This document discusses principles of learner-centered teaching and learning. It covers cognitive and metacognitive factors like the nature of learning processes, goals of learning, and knowledge construction. It also discusses motivational and affective factors such as intrinsic motivation and the effects of motivation on effort. Additionally, it outlines individual differences factors, developmental and social influences on learning, and how the context of learning can impact the learning process. Research studies highlighted found that learner-centered teaching had a significant positive impact on students' learning outcomes and development of learning skills and strategies.
1 CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES.pdfReoHuxley
This document discusses learner-centered psychological principles for child and adolescent development. It outlines 14 principles that are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors influencing learners and learning. The principles focus on internal psychological factors under the learner's control and acknowledge external contextual factors. They are intended to apply holistically to all learners to facilitate meaningful knowledge construction through strategic thinking and intrinsic motivation within social and developmental contexts.
The document outlines 14 principles for learner-centered teaching established by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when it is an intentional process, learners pursue personally meaningful goals, new information can be linked to existing knowledge, learners have various thinking strategies, motivation and environment influence learning, development and individual differences are accounted for, and standards and assessment support the learning process.
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. It defines metacognition as consisting of metacognitive knowledge and regulation. Key aspects of metacognition include monitoring one's progress, evaluating learning strategies, and making adjustments when needed. The document outlines categories of metacognitive knowledge such as knowledge of personal learning variables, task variables, and strategy variables. It also provides examples of teaching strategies that can help develop students' metacognitive abilities.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
2. In this lesson, challenge yourself to:
explain the 14 principles.
advocate for the use of the 14
principles in the teaching-learning
process.
identify ways on how you can apply
the 14 principles in instruction as a
future teacher.
3. Introduction
You, the learner, are the center of
instruction. The world of instruction
revolves around you. This lesson is
focused on the fourteen (14)
principles that are learner-centered.
4. 14 Learner-
Centered
Principles
Cognitive and
Metacognitive
Factors
(6 Principles)
Motivational
and Affective
Factors
(3 Principles)
Developmental
and Social
Factors
(2 Principles)
Individual
Difference
Factors
(3 Principles)
5. Examine the title, “Learner-Centered
Principles.” Quickly, jot down at least 10 words
that comes to your mind.
Go back to each word and write phrases about
why you think the words can be associated
with LCP.
Form groups of three (3) members each.
Share your responses and summarize
afterwards on a one-half sheet of paper.
“We think that LCP focus on…”
6. (American Psychological Association)
Focus on psychological factors that are
primarily internal to and under the control of
the learner rather than conditioned habits of
physiological factors.
The principles are intended to deal holistically
with learners in the context of real-world
learning situations. Thus, they are best
understood as an organized set of principles;
no principle should be viewed in isolation.
7. The 14 principles are divided into those
referring to (1) cognitive and metacognitive,
(2) motivational and affective, (3)
developmental and social, and (4) individual
difference factors influencing learners and
learning.
Finally, the principles are intended to apply to
all learners—from children, to teachers, to
administrators, to parents, and to community
members involved in our educational system.
9. The learning of complex subject matter is most
effective when it is an intentional process of
constructing meaning from information and
experience.
There are different types of learning processes,
for example, habit formation and motor
learning, and learning that involves the
generation of knowledge, or cognitive skills and
learning strategies.
Learning in schools emphasizes the use of
intentional processes that students use to
construct meaning from information,
experiences, and their own thoughts and
beliefs.
10. Successful learners are active, goal-directed,
self-regulating, and assume responsibility for
contributing to their own learning .
11. The successful learner, over time and with
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.
The strategic nature of learning requires
students to be goal-directed.
To construct useful representations of
knowledge and to acquire the thinking and
learning strategies necessary for continued
learning success across the life span, students
must generate and pursue personally relevant
goals. Initially, students’ short-term goals and
learning may be sketchy in an area, but over
time their understanding can be refined by…
12. …filling gaps, resolving inconsistencies, and
deepening their understanding of the subject
matter so that they can reach longer-term
goals.
Educators can assist learners in creating
meaningful learning goals that are consistent
with both personal and educational aspirations
and interests.
13. The successful learner can link new information
with existing knowledge in meaningful ways.
Knowledge widens and deepens as students
continue to build links between new information
and experiences and their existing knowledge
base. The nature of these links can take a
variety of forms, such as adding to, modifying,
or reorganizing existing knowledge or skills.
How these links may are made or developed
may vary in different subject areas, and among
students with varying talents, interests and
abilities.
14. However, unless new knowledge becomes
integrated with the learner’s prior knowledge
and understanding, this new knowledge
remains isolated, cannot be used most
effectively in new tasks, and does not readily
transfer to new situations.
Educators can assist learners in acquiring and
integrating knowledge by a number of
strategies that have been shown to be effective
with learners of varying abilities, such as
concept mapping and thematic organization or
categorizing.
15. The successful learner can create and use a
repertoire of thinking and reasoning strategies
to achieve complex learning goals.
Successful learners use strategic thinking in
their approach to learning, reasoning, problem
solving and concept learning.
They understand and can use a variety of
strategies to help them reach learning and
performance goals, and to apply their
knowledge in novel situations.
16. They also continue to expand their repertoire of
strategies by reflecting on the methods they
use to see which work well for them, by
receiving guided instruction and feedback, and
by observing or interacting with appropriate
models.
Learning outcomes can be enhanced if
educators assist learners in developing,
applying, and assessing their strategic learning
skills.
17. Higher order strategies for selecting and
monitoring mental operations facilitate creative
and critical thinking.
Successful learners can reflect on how they
think and learn, set reasonable learning or
performance goals, select potentially
appropriate learning strategies or methods, and
monitor their progress toward these goals.
In addition, successful learners know what to
do if a problem occurs or if they are not making
sufficient or timely progress toward a goal.
They can generate alternative methods to
reach their goal (or reassess the
appropriateness and utility of the goal).
18. Instructional methods that focus on helping
learners develop these higher order
(metacognitive) strategies can enhance student
learning and personal responsibility for
learning.
19. Learning is influenced by environmental factors,
including culture, technology, and instructional
practices.
Learning does not occur in a vacuum.
Teachers play a major interactive role with both
the learner and the learning environment.
Cultural or group influences on students can
impact many educationally relevant variables,
such as motivation, orientation toward learning,
and ways of thinking.
20. Technologies and instructional practices must
be appropriate for learners’ level of prior
knowledge, cognitive abilities, and their
learning and thinking strategies.
The classroom environment, particularly the
degree to which it is nurturing or not, can also
have significant impacts on student learning.
22. What and how much is learned is influenced by
the learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional
states, beliefs, interests and goals, and habits
of thinking.
The rich internal world of thoughts, beliefs,
goals, and expectations for success or failure
can enhance or interfere with the learner’s
quality of thinking and information processing.
Students’ beliefs about themselves as learners
and the nature of learning have a marked
influence on motivation. Motivational and
emotional factors also influence both the
quality of thinking and information processing
as well as the individual’s motivation to learn.
23. Positive emotions, such as curiosity, generally
enhance motivation and facilitate learning and
performance. Mild anxiety can also enhance
learning and performance by focusing the
learner’s attention on a particular task.
However, intense negative emotions (e.g.
anxiety, panic, rage, insecurity) and related
thoughts (e.g. worrying about competence,
ruminating about failure, fearing punishment,
ridicule, or stigmatizing labels) generally
detract from motivation, interfere with learning,
and contribute to low performance.
24. The learner’s creativity, higher order thinking, and
natural curiosity all contribute to motivation to
learn. Intrinsic motivation is stimulated by
tasks of optimal novelty and difficulty, relevant
to personal interests, and providing for
personal choice and control.
Curiosity, flexible and insightful thinking, and
creativity are major indicators of the learners’
intrinsic motivation to learn, which is in large
part a function of meeting basic needs to be
competent and to exercise personal control.
25. Intrinsic motivation is facilitated on tasks that
learners perceive as interesting and personally
relevant and meaningful, appropriate in
complexity and difficulty to the learners’
abilities, and on which they believe they can
succeed.
Intrinsic motivation is also facilitated on tasks
that are comparable to real-world situations
and meet needs for choice and control.
26. Educators can encourage and support learners’
natural curiosity and motivation to learn by
attending to individual differences in learners’
perceptions of optimal novelty and difficulty,
relevance, and personal choice and control.
27. Acquisition of complex knowledge and skills
require extended learner effort and guided
practice. Without learners’ motivation to learn,
the willingness to exert this effort is unlikely
without coercion.
Effort is another major indicator of motivation to
learn. The acquisition of complex knowledge
and skills demands the investment of
considerable learner energy and strategic
effort, along with persistence over time.
28. Educators need to be concerned with
facilitating motivation by strategies that
enhance learner effort and commitment to
learning and to achieving high standards of
comprehension and understanding.
Effective strategies include purposeful learning
activities that enhance positive emotions and
intrinsic motivation to learn, and methods that
increase learners’ perceptions that a task is
interesting and personally relevant.
30. As individuals develop, there are different
opportunities and constraints for learning.
Learning is most effective when differential
development within and across physical,
intellectual, emotional and social domains is
taken into account.
Individuals learn best when material is
appropriate to their developmental level and is
presented in an enjoyable and interesting way.
Because individual development varies across
intellectual, social, emotional, and physical
domains, achievement in different instructional
domains may vary.
31. Overemphasis on one type of developmental
readiness—such as reading readiness, for
example—may preclude learners from
demonstrating that they are more capable in
other areas of performance.
The cognitive, emotional, and social
development of individual learners and how they
interpret life experiences are affected by prior
schooling, home, culture and community factors.
32. Early and continuing parental involvement in
schooling and the quality of language
interactions and two-way communications
between adults and children can influence these
developmental areas.
Awareness and understanding of developmental
differences among children with and without
emotional, physical, or intellectual disabilities
can facilitate the creation of optimal learning
contexts.