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Transform your career or your business with these simple tips and tricks to make virtual working easier than ever before – office no longer required. The remote work revolution is here. Even before COVID-19 created the largest remote work experiment in history, the business world was already gravitating toward virtual workplaces. Suddenly organizations as big as Twitter are learning that their employees don’t need an office in order to get great results. How to Thrive in the Virtual Workplace shows how to stay productive, feel like part of a team and make the most of remote working. Robert Glazer shares the principles, tactics and tools his company has developed in more than a decade of successfully working as a joined-up but 100 per cent remote workforce, as well as interviewing other leaders in the sector about what works for them. As founder and CEO of Acceleration Partners, an organization with 170 employees who all work from home, Glazer has been recognized with dozens of awards for its industry performance and company culture. Here, he shares a step-by-step guide to building a culture of flexibility and trust, hiring and communicating effectively – both internally and externally – as a successful remote business.
This volume documents the growth of a new kind of interdisciplinary
teamwork that is evolving among practitioners, researchers, teacher
educators, and community partners. Its premise: the design of
learning environments and the development of theory must proceed in
a mutually supportive fashion. Scientific researchers have learned
that a prerequisite to studying the kinds of learning that matter
is helping to shoulder the responsibility for ensuring that these
forms of learning occur. To support and study learning, researchers
are increasingly making major and long-term investments in the
design and maintenance of contexts for learning. Practitioners are
assuming new roles as well, reflecting an increasing awareness of
the need to move beyond skillful doing. If developing learning
contexts are to be protected within and expanded beyond the systems
that surround them, it is necessary to foster professional
communities that will support reflection about practice, including
the generation and evaluation of rich and flexible environments for
student thinking. One consequence of recent reforms is that
teachers are increasingly regarding such tasks as central to their
professional development.
In recent years, the use of technology for the purposes of
improving and enriching traditional instructional practices has
received a great deal of attention. However, few works have
explicitly examined cognitive, psychological, and educational
principles on which technology-supported learning environments are
based. This volume attempts to cover the need for a thorough
theoretical analysis and discussion of the principles of system
design that underlie the construction of technology-enhanced
learning environments. It presents examples of technology-supported
learning environments that cover a broad range of content domains,
from the physical sciences and mathematics to the teaching of
language and literacy.
The contributors to this volume address reasoning and problem
solving as fundamental to learning and teaching and to modern
literacy. The research on expertise and the development of
competence makes it clear that structures of knowledge and
cognitive process should be tightly linked throughout education to
attain high levels of ability. The longstanding pedagogical
assumption that the attainment of useful knowledge proceeds from
lower level learning based on the practice of fundamental skills
that demand little thought, to higher level competence in which
problem solving finally plays an increasing role, is no longer
tenable. It is now clear that thinking is not an outcome of basic
learning, but is part of the basic acquisition of knowledge and
skill. In learning to read, for example, decoding the printed word
and understanding simple texts is an act of problem solving,
requiring inference and elaboration by the reader. The prevalence
of reasoning with information at all levels makes the details of
its involvement a fundamental influence on learning and instruction
-- a recurring theme in each of the chapters.
An adjunct to the increased emphasis on developing students' critical thinking and higher order skills is the need for methods to monitor and evaluate these abilities. These papers provide insight into current techniques and examine possibilities for the future. The contributors to Diagnostic Monitoring of Skill and Knowledge Acquisition focus on two beliefs: that new kinds of tests and assessment methods are needed; and that instruction and learning can be improved by developing new assessment methods based on work in cognitive science.
The chapters in this collection illustrate how current concepts and principles from various disciplines can be viewed from the perspective of their value to educational process thinking. While not providing specific prescriptions for educational problems, the articles provide relevant experimental and theoretical knowledge has accumulated in many fields including learning theory, cognitive development, motivation, and intellectual abilities and attitudes.
Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.
Investigators have moved back and forth between design efforts and basic studies in cognition to improve both application and fundamental knowledge. This volume's theme is this interaction between practice and science with the opportunity for reflecting on findings in order to understand them and suggesting improved forms of application and their underlying explanation. This is seen in various arenas including theory-based computer-assisted instruction for teaching mathematics, the design of communities of learning in elementary schools, teaching in the context of problem-solving situations and reasoning with models, self-explanation as a highly effective learning activity, conceptual change in medical training and health education, and workplace training in electronic troubleshooting. The results of extensive long-term experience and analysis in each of these areas are insightfully reported by the well-known contributors to this volume. Special features of this fifth edition include: * The work of eminent cognitive scientists in the design and evaluation of educational and training environments to increase current understanding of learning and development, as this understanding is applied to innovative instructional programs and teaching methods. * A description of learning theory and principles as well as implications and examples on research and development on educational application. * A presentation on the 10-year change in perspective on research and development in problem solving environments that invite inquiry about academic information and skills in the context of instruction of elementary school children. * An innovative approach to math and science instruction in which teaching is oriented around constructing, evaluating, and revising models. * An examination of the process of self-explaining, which involves explaining to one's self in an attempt to make sense of a new situation. * A description of a long-term program of cognitive task analysis and instructional design on problem solving in the operation of complex equipment. * An investigation on the acquisition of clinical reasoning skills and the understanding of biomedical concepts in both professional medicine and the health practices of the lay population.
This volume documents the growth of a new kind of interdisciplinary
teamwork that is evolving among practitioners, researchers, teacher
educators, and community partners. Its premise: the design of
learning environments and the development of theory must proceed in
a mutually supportive fashion. Scientific researchers have learned
that a prerequisite to studying the kinds of learning that matter
is helping to shoulder the responsibility for ensuring that these
forms of learning occur. To support and study learning, researchers
are increasingly making major and long-term investments in the
design and maintenance of contexts for learning. Practitioners are
assuming new roles as well, reflecting an increasing awareness of
the need to move beyond skillful doing. If developing learning
contexts are to be protected within and expanded beyond the systems
that surround them, it is necessary to foster professional
communities that will support reflection about practice, including
the generation and evaluation of rich and flexible environments for
student thinking. One consequence of recent reforms is that
teachers are increasingly regarding such tasks as central to their
professional development.
The chapters in this collection illustrate how current concepts and principles from various disciplines can be viewed from the perspective of their value to educational process thinking. While not providing specific prescriptions for educational problems, the articles provide relevant experimental and theoretical knowledge has accumulated in many fields including learning theory, cognitive development, motivation, and intellectual abilities and attitudes.
In recent years, the use of technology for the purposes of
improving and enriching traditional instructional practices has
received a great deal of attention. However, few works have
explicitly examined cognitive, psychological, and educational
principles on which technology-supported learning environments are
based. This volume attempts to cover the need for a thorough
theoretical analysis and discussion of the principles of system
design that underlie the construction of technology-enhanced
learning environments. It presents examples of technology-supported
learning environments that cover a broad range of content domains,
from the physical sciences and mathematics to the teaching of
language and literacy.
Due largely to developments made in artificial intelligence and
cognitive psychology during the past two decades, expertise has
become an important subject for scholarly investigations. "The
Nature of Expertise" displays the variety of domains and human
activities to which the study of expertise has been applied, and
reflects growing attention on learning and the acquisition of
expertise. Applying approaches influenced by such disciplines as
cognitive psychology, artificial intelligence, and cognitive
science, the contributors discuss those conditions that enhance and
those that limit the development of high levels of cognitive
skill.
It's time to break down your barriers are a leader, as a team, and achieve. Just wanting to be better is never enough. The ability to elevate-to exceed and outperform expectations-is directly related to your ability to build capacity in yourself and others. What capacity exactly? Making time to not just tackle everything you place on your plate (personally and professionally) but to CRUSH each and every accomplishment.
Investigators have moved back and forth between design efforts and
basic studies in cognition to improve both application and
fundamental knowledge. This volume's theme is this interaction
between practice and science with the opportunity for reflecting on
findings in order to understand them and suggesting improved forms
of application and their underlying explanation. This is seen in
various arenas including theory-based computer-assisted instruction
for teaching mathematics, the design of communities of learning in
elementary schools, teaching in the context of problem-solving
situations and reasoning with models, self-explanation as a highly
effective learning activity, conceptual change in medical training
and health education, and workplace training in electronic
troubleshooting. The results of extensive long-term experience and
analysis in each of these areas are insightfully reported by the
well-known contributors to this volume.
NOW A USA TODAY AND WALL STREET JOURNAL BESTSELLER! What are your limits? Care to break them? To inspire change in yourself and your team, you must break free from what's holding you down. In Elevate, Robert Glazer reveals four life-changing principles - or capacities - that will allow you to overcome self-limiting beliefs, establish positive habits, and find your "why." As we look to elevate ourselves, we mean so much more than beating the competition. After all, our greatest competition is ourselves! We need to find ways to consistently outperform ourselves and our own expectations. Robert Glazer has built a career on accelerating productivity and careers. ELEVATE is based on his five foundational elements necessary for increasing our capacity: Finding Your Why, Overcoming Self-Limiting Beliefs, Setting Goals and Creating Accountability, Maintaining Health and Wellness, and Establishing Routine and Positive Habits. The key is elevating yourself beyond the edge of your current abilities. Challenge yourself, and the result will inspire others to rise along with you. It's time to break free of your limits.
This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone
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