What makes a brilliant project leader? I spoke to Mike Clayton, author of Brilliant Project Leader, about the key skills and talents of people who make excellent project leaders. This is what he had to say.
Via Susan Bainbridge
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Doug Mirams's curator insight,
December 20, 2012 12:36 PM
Talks about how library plans have got it right in the past and discusses the new plans at New York Public Library.
Karen du Toit's curator insight,
December 21, 2012 3:50 AM
Use of space in the public library > inspiring! Delete the scoop?
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Konstantinos Kalemis's comment,
August 9, 2012 9:44 AM
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of class time is devoted to the instructor’s delivery of information. During interactive lectures, the instructor interrupts the lecture to allow time for short activities.
These activities can take on many forms as discussed later, but they are important in that they allow students to use material learned in class and contribute to their own learning.During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive receivers of information into active users of information leads to increases in student retention of material. The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide important learning opportunities for students.Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student learning earlier than the exam or major assignment date. Seeing students struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity. In recent years, the lecture has fallen on hard times. Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement. Yet most of us have either attended or delivered wonderful lectures—lectures that have expanded our thinking, provided fresh insights, or opened our eyes to new worlds. Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time. Delete the scoop?
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Mark Deschaine, Ph.D.'s curator insight,
May 30, 8:56 AM
Talk about an opportunity to teach effective transitioning skills .... Delete the scoop?
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