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admin | Category: Erective Dysfunction 2016 | 10.02.2015
There is probably no segment of activity in the education world attracting as much attention at present as that of knowledge management in terms of data driven decision making.
But achieving operational interventions isn't easy; our teachers must move successively through four succinct activities when using data to create a zone of proximal development when designing operational interventions. The Zone of Proximal Development, or ZPD, was originally established by the Russian psychologist Lev Vygotsky and refers to the distance between what a child can do with assistance and what the child can accomplish without assistance.
At the first level of creating operational interventions, is data and it comes in the form of raw observations and measurements.
At the second level of creating operational interventions we begin the process of information building.
At the third level of creating operational interventions knowledge becomes essential in the appropriate collection of information, such that it's intent is to be useful.
At the fourth level of creating operational interventions is the process of understanding the data in terms of relevance to knowledge. The fifth stage of creating operational interventions becomes the zone of approxamate development. If you're reading this, you're still using Internet Explorer 6 or older, a ten-year-old browser that cannot cope with the demands of the modern internet.For the best web experience, we strongly recommend upgrading to Firefox, Google Chrome,Opera, Safari or even the most recent version of Internet Explorer. The Australian Health Services Financial Management Association (AHSFMA) is a peak body for health finance professionals providing value through education, development, research and networking activities.
AHSFMA's events provide you with access to an influential network of healthcare thought leaders and your peers throughout the sector. Education is core business for AHSFMA, with continuing education and learning a priority for our members.
AHSFMA strongly believes in the value of networking and information exchange locally, nationally and internationally. Professional development opportunities are available to all members through forums, online learning and CPD tracker. We're expanding nationally and internationally to provide more opportunities for learning and growth.


Welcome to this truly unique event, where the opportunity to build relationships across the sector with health finance leaders and decision-makers is unsurpassed. CAPTCHAThis question is for testing whether or not you are a human visitor and to prevent automated spam submissions. Partnership and Empowerment: We take our inspiration from the 3,500 year old Tao (Way) of Leadership, working shoulder to shoulder with our local colleagues and partners toward their empowerment and success. The term used within the context of Data Management has a similar connotation except that within the data analysis system it becomes both a precursor to action plan development and is a provision for the continuous construction of operational interventions.
In other words what is the data telling us so we can synthesize and construct new knowledge from the previously held knowledge.
The fifth stage of creating operational interventions, undertakes useful actions because teachers can synthesize data into new knowledge, based the understanding of the data and provide new information from what is previously practiced in terms of interventions. We're working with health organisations to conduct research and provide resources and support to members. Gain exposure to new ideas and current best practice in health finance to ultimately support and enable better patient care. The first fourcategories relate to the past; they deal with what has been or what is known.
Operational interventions play a key role within the data loop since it defines the process needed to scaffold data as it is being monitored against attainable performance levels established within the action plan. We also prematurely used the data in its raw form to construct our action plan by measuring student abilities as they enter and exit our school as well as designing immediate interventions to gage our future success rates.
This "meaning" can be useful, but at times becomes distorted through mythical assumptions about current practices that may not be substantiated through knowledge.
When someone "memorizes" information (as less-aspiring test-bound students often do), then they have amassed knowledge. This process is no longer used since it is in this step that we have recognized that raw data in isolation is not useful in terms of relationships to current practices.
For example when we look at our current data of students transitioning into our school we may make the general assumption that the transition itself is the cause for a dip in student performance.


This knowledge has useful meaning to them, but it does not provide for, in and of itself, an integration such as would infer further knowledge. The zone of proximal development is the gap between what the school has achieved (the actual level of accomplishment "without intervention") and what the school can achieve when creating operational interventions to meet potential development.
This data is only useful as we reach the second level in operational intervention development; that of information building. We may make general assumptions known as myths on multiple reasons why this dip is occurring that range from teaching practices, school scheduling, to students developmental readiness. It is at the third level of creating operational interventions that knowledge is applied to the data gathering process. To accomplish this goal we measure the schools comprehensive ability to make specific growth as it relates to a specific grade level. This zone of proximal development allows teachers to make complex decisions on how to construct operational interventions before the term of a goal expires.
Traditionally it has been at this stage where we have generated SMART Goals and developed long range action plans.
In other words we use grade level data that has no relevance to individual student learning. However, if the data sources are flawed based upon distorted mythical assumptions, personal biases about student abilities, and a perceived lack of rigor in system accountability, then in most cases, the resulting decisions in developing SMART Goals founded in operational interventions will also be flawed.
In this current system the relevance on student learning is not on mastery but on the individual schools strategies in making AYP, thus within the system each school becomes its own test preparatory island of AYP obtainment.
To correctly establish a SMART Goal or create an action plan built on data requires a true cognitive and analytical ability that is only encompassed in the fourth level and that is generating an understanding of how data becomes a probabilistic process.



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