With the final report completed, and the presentation ready for review, this will be my final post. This too will be my last assessment submitted with the university. Despite being in the industry for many years, and studying for a large number of those, this project has surprised me in that you can ‘still teach an old dog new tricks’ and the importance of continuous learning. I’ve found this project has challenged me in ways I did not predict, and other tasks that I may have been dreading were quite interesting. I did not think I would be interesting in Read More …

This week my plan was to focus on the final tasks required to be ready for next week – last week of the project. I had to final the project closure report which I found in organisations is not usually done well, if at all. Not sure if this is due to time pressures, but more often than not, project closures and benefits realisation is not achieved, so I was interested to participate in this final milestone. Often with project closures there are reports. However given the audience, it did interest me the method of a project closure being delivered Read More …

This week there was a focus on submitting the annotated bibliography – completing any residual tasks such as the conclusion, proofing, etc. The second half of the week was moving on to commence the final report and presentation. Planning was important – I needed to plan for the report, and with regards to the presentation, what needed to happen (tasks) before, during and after the presentation. This included the formatting, software that I would use, space that I would record in, any resources or cues that I might need to ensure I was delivering the most effective presentation and any Read More …

Welcome to Week 9. This week there was a focus on progressing the remaining annotated bibliographies. I found once I become comfortable with the language used and the structure of the abstracts, writing became easier. The challenging part of this process that surprised me was the length of reading. I found that despite the requirement to review 12 articles, I was reading three times this amount. The challenge was to identify what was and was not relevant, and at times found my self distracted as I found something new and exciting to read about that may not necessarily have been Read More …

This week I focused on the structure and language I was using in the annotated bibliography. I found it challenging and interesting trying to limit myself in words to be able to present arguments. I found I often used buffer terminology, sometimes rambled and repeated myself. This is the part I found interesting. In writing this way, I found I did the same habits in my speech. I needed to be more clear, precise and direct to the information I needed to communicate. This is a lesson I will take with me for the final milestone – final report and Read More …

Shaping the annotated bibliography An annotated bibliography algorithm For 12 articles: Use a structured analytic approach and a nested loop. FOR each source WRITE the citation in APA format WRITE the annotation (a paragraph of 100 -200 words) FOR each annotation include: Target audience Information provided and its significance Theory or methodology used Evaluation of value to project (benchmark question) Evaluate strength and weakness of the paper End FOR End FOR Annotated bibliography tools

This week, with the mid-session break being moved forward, further progression was made on the project proposal and plan rather than topic discussions.  The next milestone is to be achieved this week with submission of the report due by end of week. See weekly progress report. Although this week there was no requirement to post both blog and weekly progress report due to the university on break, both of these will be posted as it would in a real world project. In real world projects, ad hoc tasks become prioritised, timelines shift, however there is still a strong need for Read More …

In this week, the existing sources listed in week 3 were analysed using the CRAAP test to measure their currency, relevancy, accuracy, authority and purpose. Source 1:  Findlay-Thompson, Sandi and Mombourquette, Peter, Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014). Business Education & Accreditation, v. 6 (1) p. 63-71, 2014. Available at SSRN: https://ssrn.com/abstract=2331035. Currency Published in 2014, within the last 10 years. It has been referenced more than 20 times in the last 6 years, and downloaded more than 2,600 times supporting its’ currency. Suitable for the current project. Relevancy Information is directly related to the Read More …

This week for the project proposal and plan, there was a strong focus on research to either support or contradict the topic statement that flipped classrooms have a future in tertiary education. Firstly, the term ‘flipped classroom’ needed to be define to understand the scope of the project, and then its’ validity for future use. When using research tools such as SAGE, the CSU Library and Google Scholar, keywords were used such as ‘flipped classroom‘, ‘teaching online‘, ‘online education‘, ‘learning tools‘, ‘remote learning‘, ‘university‘ AND ‘technology‘, ‘distance education‘, and ‘university teaching methods‘. The following research was found to support: (1) Findlay-Thompson, Read More …