#learning contract

[my-textile-journal]

Proposal

My Refined Proposal

My Learning Contract

[ubiquitousblueprint-blog]

Learning contract version 1

[hwaid-blog]

Learning contract

 For solution of this Assignment Contact Us at We deliver original Work. [email protected] Need helping with the worksheet. Working on a learning contract to helping mothers to start breast feeding   St. Petersburg College College of Health Sciences  t  Bachelor of Applied Science in Health Services Administration Health Services Administration (HSC 4910) Capstone Learning Contract…

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[hwaid-blog]

Learning contract

 For solution of this Assignment Contact Us at We deliver original Work. [email protected] Need help completing this worksheet St. Petersburg College College of Health Sciences  t  Bachelor of Applied Science in Health Services Administration Health Services Administration (HSC 4910) Capstone Learning Contract Learner’s Name: Brianca Major Agency: Florida healthcare department Mentor’s…

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[quallysworld-blog]

Week 3: The Dreaded Learning Contract...dun dun duuuuun! 

[villemonkey]

How to visit the future?

Very good meeting yesterday with my friend Felix, he told me about a way to visit a future as inspired the work of Rolf Jensen, the author of Dream Society.

First, think about what is deeply interesting to you?

Second, think what do you want to happen to you in relation to these things?

Third, think about future, e.g. in five years time, let's say in July 2018, how is your life? Where are you? With whom? What is happening? Describe things in great detail according to how you wish them to happen.

This way of visiting the future reminds me of the learning contract, a tool to plan and design your own learning process.

[irvingchong]

My Class is Better Than Yours: The Learning Contract

What do I want out of this semester?  It seems like a funny question to ask, I mean don't students all want the same things?  To get good grades, not have school become overwhelming, and hopefully have some fun during the semester.  It occurs to me as I was writing this that we as students have been asking the wrong question.  We should be asking what I need to do, because the growth is in the process and not in the end goal.  There are countless ways to get to an end goal but if we do the same thing every time then we're not changing but stuck.  One of the goals I feel that IDEA classes offer is to get unstuck from our habits and find new and better ones.

This semester for me I have a large amount of creative freedom for my classes.  In addition to IDEA 1100, I am in two creative writing classes, and IDEA 4100.  One of the more difficult aspects when coming up with a learning contract for this class is to not step on my other classes, but that got me thinking why can't I incorporate things I learn from other classes and apply them to this one?  I mean it's not like classes have passports that need to be stamped and tracked.  I feel like this semester I am exposed to new projects, for my creative writing classes, one I have to write a thirty page story, and the other I have to design and produce content for a blog as well as be responsible for a chapter in an E-Book.  One great thing about having the majority of creative control is I do whatever I want, the trade-off is I am responsible for everything.  So for me this semester the biggest thing for me in terms of growth would be how do I handle all of these projects which I care about deeply and want to not only do well in terms of a grade but also that I feel proud of.  In order for this to happen, I need to carve out time for each project and make sure it is realistic for me to accomplish.  I don't want to be stuck one night when I have four things due the next day.  Out of the IDEA skill set listed the biggest section I am most concerned with this semester is following through on a process.  Which basically translate to me producing content whether it's my blog, my stories, or even reflections on my project in 4100 and this class which I can say I am proud of.  I feel like that's a main priority for me because if I feel like I am proud of my work then the grade will take care of itself.  It is the feeling of knowing that I did what I need to do and I do not need the grade as validation.  

In one of my Creative Writing classes, Ross said something interesting and something I will not forget for a while.  He asked us, "What is the main difference between super successful people and everyone else?"  And we threw out guesses like people skills, ability to work in a group, and good time management skills.  He told us we were on the right track but ultimately all it was is the ability to self-regulate.  He explained it as in a nutshell: self-discipline.  I am not saying I want to be a machine that has my entire life planned out at the end of the semester but I want to be taking steps in the right direction of being better at self-regulating myself.  Especially this semester because I have more responsibility with my projects and might as well take advantage of the fact that I enjoy all my classes immensely, to build a foundation so when I come across classes which I do not find as exciting I will know that I can still finish what I need to finish.  

One last component which is present in all of my classes and applies to self-regulation is group work, whether it's presentations or peer editing.  When Ross was describing self-regulation he said something along the lines of, "It's the ability to get into an argument with someone and not end it by punching them in the face."  I have never reached that point when working with a group but I can understand how some people could reach that point.  For me, I am a Creative Writing major and writing for the most part is a solitary endeavor so it's nice when I get to interact with others and share ideas.  My philosophy for group work is if people get along on the most basic level of, "I can respect myself and everyone else," then things take of care themselves.  That idea right away demands the most important thing in relationships, the ability to compromise.  I know for me, just like everyone else they want to do what they want but we can't always have that.  I think some people can't wrap their head around the fact that just because their idea wasn't picked doesn't mean they are dumb or had a bad idea it's just the group wanted to go in a different direction.  I know for me and group projects in school I always reminded myself that, this is a project worth usually 15-20% of my mark in a class that I'm probably won't remember in twenty years, there's no reason to fight with someone over it.  Besides, its school, I could be sitting behind a desk looking at a PowerPoint instead of interacting with people who could teach me new things.  Isn’t that the point of school?

[edu-tourist]

Proposal for Map Library Internship

Location Math, Physics and Astronomy Branch, Stony Brook University Libraries August through December 2012  

Abstract Review and make recommendations for improving the map website for improved access to digital maps.

Background The Stony Brook Libraries Map Collection is preeminent among the SUNY campuses and on Long Island.  Almost all the use of this collection comes through the web site, currently titled Maps and Remote Sensing Imagery (http://guides.library.stonybrook.edu/maps) - the site is a good attempt to provide guidance to both the print and digital collections but much of the site is more than five years old and needs review.  This is especially true of its representation of the digital collection which is modest but ready for significant expansion because the library now has a digital production unit which can produce .jpeg images and place them on a ContentDM server.   Before this happens the library needs to simplify the web site to improve access to, and use of, digital maps on ContentDM. 

Working with the library’s webmaster and map librarian, the intern will review the design and content of each section of the web site.  This will involve analysis of usage of different sections of the site, some investigation of a backlog of approximately one hundred digital maps not represented on the web site, and a quick look at other university map collection web sites.  The intern will produce a succinct report articulating the steps the library needs to take to improve its web site and its organization of the digital maps on ContentDM.   This report will also suggest priorities for creating metadata for the digital maps in the backlog.   This report will benefit the following people:  map librarian, and the webmaster/digital production librarian.  N.B.:  the output of the intern is a report, not its implementation. 

Distribution of Time & Effort

Review overall website

15.0 hrs

Review websites of other university map collections

17.5 hrs

Review each of the 18 sections of the website         

45.0 hrs

Review the relationship between the Digitized Map Collection pages and images on ContentDM    

15.0 hrs

Review backlog of digital maps         

17.5 hrs

Articulate priorities for rewriting the website          

15.0 hrs

Articulate priorities for cataloging backlog of digital maps 

17.5 hrs

Write final report      

17.5 hrs

Total 120 hrs

Overview of Organization The Stony Brook University Libraries serve the research and curricular needs of university faculty, students, and staff.  Operating with an annual budget of approximately $13M and a staff of 90, the libraries provide access to a print collection of 1.5M volumes and electronic collections of tens of millions of articles, books, audio files and other content suited to the wide research and curricular mission of the university.  The map collection comprises more than 100,000 print maps in various formats and a small collection of digital maps. 

Key Staff E. Christian Filstrup, Instruction and Map Librarian; Darren Chase, Webmaster/ Digital Production Librarian; F. Jason Torre, Head of the Preservation Department.