Statens Designkonkurranse: Design, skole og helse. Presentasjon av bakteppe/utfordringer på faglig frokost 25. mars 2014 hvos Norsk Form på Doga ved Siri Eggesvik
Kristine Skarbø, Vestlandsforsking, om Frukt og grønt-nettverket- Seminar om innovasjon og innovasjonssystem i SFj, næringsnettverka. Skei 16.oktober
Sørtrønderske barnehager og skoler: Muligheter og utfordringer ut fra dagens ...Lasse Arntsen
Ìý
Innlegg på samling 1 av utviklingsprogrammet "Kommunen som den gode barnehage- og skoleeier" 26.03.14.
Fokus på eierstyring og det lokale handlingsrommet.
Kristin Hauge, rådgiver i VOX, nasjonalt senter for kompetansepolitikk. Hauge sin presentasjon tar for seg VOX sine tilbud og muligheter, samarbeidspartnere osv. som er nyttige i LLL-sammenheng.
Sørtrønderske barnehager og skoler: Muligheter og utfordringer ut fra dagens ...Lasse Arntsen
Ìý
Innlegg på samling 1 av utviklingsprogrammet "Kommunen som den gode barnehage- og skoleeier" 26.03.14.
Fokus på eierstyring og det lokale handlingsrommet.
Kristin Hauge, rådgiver i VOX, nasjonalt senter for kompetansepolitikk. Hauge sin presentasjon tar for seg VOX sine tilbud og muligheter, samarbeidspartnere osv. som er nyttige i LLL-sammenheng.
This document provides an overview of several theories of learning, including behaviorism, cognitive theories, constructivism, social cognitive theory, motivation, and sociocultural theories. Behaviorism views learning as a change in observable behavior and includes classical and operant conditioning. Cognitive theories examine thinking, problem solving, and memory. Constructivism proposes that learning occurs in stages as learners build schemas and move from egocentric to social perspectives. Social cognitive theory and sociocultural theories emphasize social and cultural influences on learning. Motivation theories explore intrinsic and extrinsic factors like needs, drives, and self-efficacy that influence learning.
Planning for learning in maritime educationStein Laugerud
Ìý
This document summarizes key concepts in planning for learning in maritime education. It covers learning outcomes, student activities, teaching methods, and assessment. Specifically, it discusses:
1. The Norwegian Qualification Framework's learning outcomes for higher education, including knowledge, skills, and general competence.
2. Blooms Taxonomy for cognitive learning outcomes ranging from knowledge to evaluation.
3. Factors to consider when planning student activities, such as teaching styles, sociocultural learning theory, and tools/artefacts.
4. The role of technology in transforming conceptions of learning and social memory, and how this affects formal education.
This document discusses assessment for learning. It explains that assessment should adjust teaching to enhance student understanding, motivation, and self-esteem. Formative assessment and feedback are important, including asking critical questions, giving time to answer, follow up activities, and identifying strengths and areas for improvement. Self and peer assessment encourage students to evaluate their own and others' progress. Portfolios can document learning through reflections on process and products as evidence of learning.
This document outlines a pedagogy course for maritime lecturers. It includes the following:
1. Learning outcomes which are knowledge, skills, and general competence in student learning, facilitating learning in traditional and simulator environments, standards for maritime teaching, and self-evaluation.
2. A lecturing plan for the autumn semester which covers topics like learning theory, assessing learning outcomes, planning for learning, and learning in simulated environments through lectures and group work.
3. Literature related to learning theory, computer games and simulation, and situated and cognitive apprenticeship models of learning to inform course content.
10. Høgskolen i Sørøst-Norge
HBV i satsingen
• 12-13 Pilot 3 kommuner og 6-7 skoler (Buskerud,
Vestfold og Østfold
• 13-14 Pulje 1 24 skoler
• 14-15 Pulje 2 19 skoler
• 15-16 Pulje 3 21 skoler
• En viktig satsing for HBV
• Samarbeid med sektoren innen regionen
• Betydning i lærer, master, phd-utdanning,
forskning og utvikling
• Etter og videreutdanning
– Behov internt og i regionene
– «Senter for kompetanseutvikling i skolen»
04.02.2016 stein.laugerud@hbv.no