Being able to "brand it" (yet,
with appropriate citation of its source) would be great!
Thanks.
Gary
Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska-Lincoln
Lincoln, NE 68583-0922 USA
Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1-402-472-8281 Cell: 1-402-430-3100
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"We are always only one failed generational transfer of knowledge
away from darkest ignorance" (Herman Daly)
"We do not just have our own interests. We share interests with others.
Empathy ... exemplifies the implicit solidarity of human nature" (Robert
Solomon)
"Whoever frames the debate tends to win the debate" (George Lakoff)
When I am asked do anything less then a couple of hours....the goal simply
becomes getting people excited enough to read more later
With only 25 minutes....hmmm....how about introducing tbl and its pieces.....showing
the new UTAustin video.....then getting folks to work in teams on "why
do you think tbl might be so powerful."......debrief...point to next
steps, resources, extraordinary community support :-)
this is so short that creating enthusiasm might be the best objective
At an upcoming teaching showcase (www.upei.ca/aaushowcase
<http://www.upei.ca/aaushowcase>
) a colleague and I are doing a 25-minute presentation. We are going to
use a Pecha Kucha presentation for the 4 primary principles aspect
(that should take about 6 minutes). The sessions are intended to be participatory
and that will be our main goal. I’m wondering if anyone might have ideas
to share about having the participants ‘live’ the experience of team
formation, readiness assurance process, and an application activity in
such a very tight timeframe? It is a fairly small conference (typically
around 120 attendees) so I wouldn’t suspect that we will have >20
participants in our session. I’ve copied the abstract below so that you
can get a sense of the plan. All ideas welcome.
Shift happens! Transitioning to Team-Based Learning
In a unique initiative, an interprofessional educator team representing
a university and a community college planned, facilitated and assessed
an interprofessional learning experience designed to develop and/or expand
the learners’ professional communication skills. Challenging a traditional
teaching/learning paradigm, the facilitator team adopted the principles
and practices of Team-Based Learning (TBL) as the instructional strategy
for the course. Making such a shift requires role changes for both
course facilitators and learners – changes that intentionally lead to
increased student engagement and student learning. In this session, the
presenters will briefly discuss the four essential principles of TBL; teams,
accountability, feedback and assignment design. Participants will have
the opportunity to ‘live’ the experience of Team Formation, Readiness
Assurance Process, and Application Activity. Using a TBL scorecard developed
by Larry Michealsen and Jim Sibley (2009) as a guide, the presenters will
enter into a discussion with the participants about turning groups to high
performance teams and the benefits of using TBL, irrespective of class
size.