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HSC Showcase: Technology “Speed Dating” for Faculty

We wanted to foster less hierarchical and distributed discussion. Stayers form a kind of rough circle of some kind crucial here.. Keep it to pairs.. All of these mean that the whole thing breaks down, and more than two means that at least one often ends up out of the discussion. Give simple instructions. People have to talk to each other—and they must talk about the concept it could be a question etc.

Generating Ideas: Conceptual Speed Dating. Faculty: Arts. Degree Programme: Scandinavian Languages and literature. Course: Types and theories of media.

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Conceptual Speed Dating

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Its focus is a minor practice called Conceptual Speed Dating (CSD), noted by Brian Massumi as a technique for disabling the tendency in group dynamics for.

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This activity, created by Justin Gest, involves learning through “speed dating. Justin has done this activity for several different classes. In others, it focused on other questions related to the particular course. The sequence of the activity is as follows: On the board, Justin prompts the students to brainstorm what makes a good topic sentence, aiming for the students to list that they should:.

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Explain why you are interested in speed-dating and this particular professor. a group of artists, academics and writers, called Conceptual Speed Dating CSD.

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Identify several potential professors that do research that you think is interesting. Come up with a list of reasons why you would like to work in a particular lab or area of research. And what it is dating you can offer the lab in terms of click the following article , educational background, experience, work ethic, etc.

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Faculty: Arts. Degree Programme: Scandinavian Languages and literature. Course: Types and theories of media and Analyses of media in cultural contexts. Study level: Bachelor, 3rd and 4th semester. Class size: I had tried the method myself and noted that it seemed like a good alternative to normal group work. To focus on your own learning process in the co-creation of knowledge; i.

It is the aim of this activity to open up the process of the various degrees of creative involvement, frustration or lack of understanding that we all experience reading a text. However, this often happens individually, and when you discuss a text in a group or in a plenary assembly, you tend to present your approach as finished or final.

The aim is thus to open up an awareness of the fact that knowledge acquisition is a creative rather than closed process. The lecturer choose a difficult passage in a text which everyone has read in preparation for the lesson. The chosen extract must be decided by circumstances and based upon the discussion in the classroom. The lecturer decides just before the lesson, which section of text is to be discussed.

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The HSC-Delphi Faculty Development Partnership sponsored an opportunity for faculty to share the unique ways that technology can be used in teaching in the Health Sciences. The lunch program included informal presentations in a dynamic “speed dating” setting. This format is designed to encourage a high level of interaction between presenters and attendees.

Gay Baughman, D. Students are digital natives and they appreciate when faculty make the effort to use available technology. Using a course wiki can build collaboration in a large classroom and help students work well together. As class sizes increase, wikis offer the possibility of making large classes feel more intimate. Through the Standardized Patient Program, students interact with simulated patients to enhance their clinical skills. METI LearningSpace helps students improve performance by obtaining faculty feedback on their history taking, physical exam, and clinical communication skills.

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