Nicoleta Maynard
Dados Biográficos
| ID | 8902843 |
|---|---|
| NOME | Nicoleta Maynard |
| PRENOMES | Nicoleta |
| SOBRENOME | Maynard |
| ASSINATURA | MAYNARD N |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0001-7965-0716 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 0 |
Principles of Problem-Based Learning (PBL) in STEM Education
Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. Howev…
Informal academic networks and the value of significant social interactions in supporting quality assessment practices
This research investigated social interactions within small significant networks across a range of higher education settings to determine their role in supporting improvements to assessment. Thirty-four academic staff from three higher education settings (Australia, Canada and Sweden) provided assessment change examples and drew network diagrams to explain their interactions. Significant social interactions were defined as engaged exchanges betwe…
Assessment cultures in higher education
A series of worldwide projects concerning assessment, student outcomes and quality in higher education has revealed the need for a change in how higher education institutions assess student outcomes; however, many academics remain unconvinced. The success of assessment change arguably depends on the assessment culture within the institution. This qualitative investigation of assessment cultures draws on the perspectives of 35 academics from Austr…
Team dynamics feedback for post-secondary student learning teams
Team-based learning is recognized as an important opportunity for teamwork skill development, experiential learning, and learning from peers. However, team-based learning presents many challenges. One important challenge involves the accurate, reliable and valid assessment of team health. With such diagnostics, students could receive formative feedback and engage in meaningful goal setting, adjustment and action planning. Moreover, instructors co…
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Team dynamics feedback for post-secondary student learning teams
Team-based learning is recognized as an important opportunity for teamwork skill development, experiential learning, and learning from peers. However, team-based learning presents many challenges. One important challenge involves the accurate, reliable and valid assessment of team health. With such diagnostics, students could receive formative feedback and engage in meaningful goal setting, adjustment and action planning. Moreover, instructors co…
Principles of Problem-Based Learning (PBL) in STEM Education
Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. Howev…
Informal academic networks and the value of significant social interactions in supporting quality assessment practices
This research investigated social interactions within small significant networks across a range of higher education settings to determine their role in supporting improvements to assessment. Thirty-four academic staff from three higher education settings (Australia, Canada and Sweden) provided assessment change examples and drew network diagrams to explain their interactions. Significant social interactions were defined as engaged exchanges betwe…
Assessment cultures in higher education
A series of worldwide projects concerning assessment, student outcomes and quality in higher education has revealed the need for a change in how higher education institutions assess student outcomes; however, many academics remain unconvinced. The success of assessment change arguably depends on the assessment culture within the institution. This qualitative investigation of assessment cultures draws on the perspectives of 35 academics from Austr…
Pedagogy (4 obras) · Psychology (3 obras) · Computer Science (2 obras) · Higher education (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Knowledge management (2 obras) · Medical education (2 obras) · Medicine (2 obras) · Political science (2 obras) · Public relations (2 obras)