Next Generation Discourse: Group Leadership

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The next generation of organizational leaders are represented in this compilation. The course pertaining to this book is Group Leadership: Small Groups, Teams, and High-Performance Teams (COM 560). This is a master’s seminar from the Communication Studies Department of the College of Communication and Information Sciences at The University of Alabama (UA). As a premier college for communication studies, among other fields within the broader discipline of communication, there is heavy emphasis on experiential learning and engagement for courses in both the undergraduate and graduate level. The course was taught and overseen by UA alumnus, Dr. Brandon Chicotsky, who now serves on the business faculty at Johns Hopkins University.


This master’s seminar was offered in an asynchronistic format, guided by a schedule of readings, online weekly engagements, collaborate projects, and deep-dives into case studies, which involved in-person visits to various organizations from the students enrolled in the course. The course assignments maximized practical application for the business marketplace. As with many master’s seminars, the enrollment was limited to fewer than ten highly-engaged, intelligent, and ambitious students, all of whom demonstrated significant growth.

The book includes student commentary, discourse, inquiry, exploration, reflection, and deliberation. This rich content was collected and curated from an engagement software called Packback (visit Packback.co/questions to learn more). Content in this book is derived from Packback’s online curiosity stream, which is a platform where students and professors ask questions, post responses, and engage in course-related dialogue. The platform elevated student discourse, generated new revelations pertaining to the course topics, and showcased the next generation’s intellectual curiosity regarding group leadership in various contexts. Readers of this book will be edified, inspired, and motivated to explore the many applications of communication studies.

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About the author

Dr. Brandon Chicotsky is a business faculty member at Johns Hopkins University specializing in business communication and management. Dr. Chicotsky’s pedagogy incorporates education technology which enlivens course curricula and enables students to increase their agency for discovery beyond their enrollment tenure. Dr. Chicotsky's research interests center on media branding with interdisciplinary aspects of capital markets and corporate public relations. To learn more about Dr. Chicotsky’s academic contributions, visit bchicotsky.com.
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Additional Information

Publisher
BlogIntoBook.com
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Published on
Nov 1, 2017
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Pages
180
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Language
English
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Genres
Education / Distance, Open & Online Education
Education / Leadership
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Content Protection
This content is DRM free.
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Available on Android devices
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Eligible for Family Library

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A free, world-class education for anyone, anywhere.

This is the goal of the Khan Academy, a passion project that grew from an ex-engineer and hedge funder's online tutoring sessions with his niece, who was struggling with algebra, into a worldwide phenomenon. Today millions of students, parents, and teachers use the Khan Academy's free videos and software, which have expanded to encompass nearly every conceivable subject; and Academy techniques are being employed with exciting results in a growing number of classrooms around the globe.

Like many innovators, Khan rethinks existing assumptions and imagines what education could be if freed from them. And his core idea-liberating teachers from lecturing and state-mandated calendars and opening up class time for truly human interaction-has become his life's passion. Schools seek his advice about connecting to students in a digital age, and people of all ages and backgrounds flock to the site to utilize this fresh approach to learning.

In THE ONE WORLD SCHOOLHOUSE, Khan presents his radical vision for the future of education, as well as his own remarkable story, for the first time. In these pages, you will discover, among other things:
How both students and teachers are being bound by a broken top-down model invented in Prussia two centuries ago Why technology will make classrooms more human and teachers more important How and why we can afford to pay educators the same as other professionals How we can bring creativity and true human interactivity back to learning Why we should be very optimistic about the future of learning.Parents and politicians routinely bemoan the state of our education system. Statistics suggest we've fallen behind the rest of the world in literacy, math, and sciences. With a shrewd reading of history, Khan explains how this crisis presented itself, and why a return to "mastery learning," abandoned in the twentieth century and ingeniously revived by tools like the Khan Academy, could offer the best opportunity to level the playing field, and to give all of our children a world-class education now.

More than just a solution, THE ONE WORLD SCHOOLHOUSE serves as a call for free, universal, global education, and an explanation of how Khan's simple yet revolutionary thinking can help achieve this inspiring goal.
“My favorite book of the year.”—Doug McMillon, CEO, Wal-Mart Stores

Harvard Business School Professor of Strategy Bharat Anand presents an incisive new approach to digital transformation that favors fostering connectivity over focusing exclusively on content.

NAMED ONE OF THE BEST BOOKS OF THE YEAR BY BLOOMBERG

Companies everywhere face two major challenges today: getting noticed and getting paid. To confront these obstacles, Bharat Anand examines a range of businesses around the world, from The New York Times to The Economist, from Chinese Internet giant Tencent to Scandinavian digital trailblazer Schibsted, and from talent management to the future of education. Drawing on these stories and on the latest research in economics, strategy, and marketing, this refreshingly engaging book reveals important lessons, smashes celebrated myths, and reorients strategy.

Success for flourishing companies comes not from making the best content but from recognizing how content enables customers’ connectivity; it comes not from protecting the value of content at all costs but from unearthing related opportunities close by; and it comes not from mimicking competitors’ best practices but from seeing choices as part of a connected whole.

Digital change means that everyone today can reach and interact with others directly: We are all in the content business. But that comes with risks that Bharat Anand teaches us how to recognize and navigate. Filled with conversations with key players and in-depth dispatches from the front lines of digital change, The Content Trap is an essential new playbook for navigating the turbulent waters in which we find ourselves.

Praise for The Content Trap

“A masterful and thought-provoking book that has reshaped my understanding of content in the digital landscape.”—Ariel Emanuel, co-CEO, WME | IMG

“The Content Trap is a book filled with stories of businesses, from music companies to magazine publishers, that missed connections and could never escape the narrow views that had brought them past success. But it is also filled with stories of those who made strategic choices to strengthen the links between content and returns in their new master plans. . . . The book is a call to clear thinking and reassessing why things are the way they are.”—The Wall Street Journal
Effective Online Teaching is an essential resource that offers a clear understanding of how cognition and learning theory applies to online learning. This much-needed resource provides specific strategies for incorporating this knowledge into effective learner-centered teaching that gets results. The book includes strategies on motivation, tailored instruction, interaction, collaboration, monitoring and communication, time and information management, student concerns, and legal and ethical issues.

Designed as a text for online instructors, the chapters can be used for self-directed learning or in a formal training setting in concert with the companion Training Manual and CD.

"Tina Stavredes has done something sorely needed in the online teaching world —she has successfully combined solid theory and research with the practical application of instructor training. Both the book and the training manual are a 'must' for any online education organization. Bravo!"—Dr. Darcy W. Hardy, assistant vice provost for Technology Education Initiatives, University of Texas at San Antonio, and chair emerita, United States Distance Learning Association

"Drawing from years of experience and solidly grounded in an understanding of the adult learner and learning, Stavredes offers dozens of helpful instructor strategies, activities, and resources to support adult learners' success in an online environment. Effective Online Teaching and its accompanying training manual is a 'must-have' set for online instructors in higher education, corporate, and government settings."—Sharan B. Merriam, professor emeritus of adult education, University of Georgia, and coauthor, Learning in Adulthood

"An eminently practical book that provides clear and unpretentious explanations of the learning theories that are essential knowledge for every online teacher, together with equally uncluttered and easy-to-follow guidance about how to apply this knowledge to achieve excellent teaching."—Michael Grahame Moore, Distinguished Professor of Education, The Pennsylvania State University, and editor, The American Journal of Distance Education

Teaching and Learning at a Distance is written for introductory distance education courses for preservice or inservice teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb”, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a distance is derived from Richard Clark’s famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education – in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a “magical” approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive – that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.
History of customs broker examinations from April 2007 through October 2016 is available in one single volume.   The value of the book is in annotations that are attributed to questions, as well as, a convenient single source document for the past customs broker exam questions. As prospective customs broker examinees prepare for exam by practicing questions from the past, many encounter questions that are outdated and/or no longer applicable. This book applies labels to those questions that are no longer applicable, allowing examinees to focus on questions that are current. Additionally, the book distinguishes questions that stand out because they continuously show up on customs broker exams.

This book also guides examinees to other study material that explores background and reasoning behind questions in more detail. Other study materials include Textbook and Exercise Book. More information about these study companions is available at their dedicated webpages.

Applicable Labels Include:

DIFFICULT LOGIC: Denotes question where logical parallels between question and answer provided by customs examiners are difficult to establish.

DISCUSSED IN EXERCISE BOOK: Denotes question that is addressed in the Exercise Book, which offers logical explanations (reasoning) as to why the particular answer choice is correct.

ASSIGNED IN TEXTBOOK: Denotes that the question has been discussed in the Textbook.  The question is usually assigned in the Web Supplement portion of the Textbook’s relevant chapter. The question can also form a part of Textbook’s substantive discussion.

INCORRECT CITATION: Denotes error in citation (usually to law or regulation) provided by customs examiners in the answer key for a given question. May also denote error in the answer choice, where legal citation was correct.

MULTIPLE ANSWER QUESTION: Denotes the question with more than one correct answer choice. This label also pertains to questions that received credit(s) for all of the answers, unless these answer choices are contradictory (see REMOVED).

OUTDATED: Denotes question or answer choices that became outdated due to changes in law, facts, or Customs (CBP) practice.  Classification questions where one or more of the HTSUS numbers in the answer choice are no longer valid are marked as outdated, notwithstanding the validity of other HTSUS numbers.  This is done because many classification questions require inquiry into several HTSUS codes (e.g. General Rule of Interpretation 3 analysis), which cannot be effectively made with some of the HTSUS numbers being no longer valid. Additionally, process of elimination is difficult with outdated HTSUS numbers.

REMOVED: Denotes question that was removed from the initial examination. This label also applies to questions that are marked as “x” or “no correct answer” by customs examiners. If customs examiners grant credit for all answers, and answer choices are contradictory, then this label is applied also.

REPEATED QUESTION: Denotes question that appeared in previous examinations.  The goal of this label is to alert prospective examinees that customs examiners place higher value on the question, implying its likelihood of re-appearance on the future exams.

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