INTRODUCTION TO INNOVATIVE PROJECTS
Faculty: Ummal Momeen M
N. Pavan Kalyan
Reg no: 16MIS0364
SWOT ANALYSIS
strengths:
I like reading books
I have good memory power which helps not to forget things
very easily.
I am good at playing games like basket ball, cricket, chess,
caroms.
My family and friends are always there been my side which
gives me lot and lot of support to me.
These are my strengths.
weakness:
Caring more for others even they are not my relation are close
friends.
Not very much concentration on a particular thing.
Believing in others blindly an caring too much for relationships.
Opportunities:
I'm attending a major marketing conference next month.
This will allow for strategic networking, and also offer some
great training seminars.
Our art director will go on maternity leave soon.
Covering her duties while she's away would be a great career
development opportunity for me.
Threats:
Due to recent staff shortages, I'm often overworked, and this
negatively impacts my creativity.
Hari, one of my colleagues, is a much stronger speaker than I
am, and he's competing with me for the art director position.
The current economic climate has resulted in slow growth for
the marketing industry.
Many firms have laid off staff members, and our company is
considering further cutbacks.
By working as a team, they have a chance to make their smaller
clients feel even better about the service they're getting.
This takes advantage of their competitor's weakness in this
area.
JOHARI WINDOW:
Known to self unknown to self
Known to
Open: I have good Blind: Friends said to me
others talent of remembering I have good sense of
things, which everyone humour, making others
knew not forgetting laugh easily.
easily.
Unknown to Hidden: I am really Unknown: The one thing
good at dancing, but is that, I have lot of intent
others
not intended very much in studying but not
in showing it to others. putting efforts
completely.
21st century learning: research, innovation and policy
directions:
The Need for Lifelong Learning:
The inevitability of lifelong learning in knowledge-oriented societies
implies that school systems should have different objectives and
characteristics than if education were considered to have been
completed when a student leaves initial education. Yet in practice,
there remains a tendency for school education to be assessed in
terms of the achievements and targets that systems have set
themselves, rather than their broader success in laying the
foundation for lifelong learning.
Personalised learning:
The aim of “personalising learning” is of growing prominence in
thinking and policy discussion in some countries. It springs from
awareness that “one-size-fits-all” approaches to school knowledge
and organisation are ill-adapted to individuals‟ needs and to the
knowledge society at large. This emerging idea is that systems
capable of achieving universally high standards are those that can
personalise the programme of learning and progression offered to
the needs and motivations of each learner. Personalisation can mean
adopting a more holistic, person-centred approach to learner
development, as well as more demand-driven, market-friendly
approaches to system change. In part, it reflects a change in social
climate, driven by the affluence and value change that arise from
sustained economic growth.
Collaborative efforts and networked forms of expertise are
increasingly needed in the future knowledge society.
Students need to be able to develop their personal learning
needs and individual expertise in the areas which they either
feel incompetent or they want to increase their existing
expertise.
Curiosity and creativity are increasingly essential.
Learning is developed through explicit learning strategies,
learning to learn skills, technological capacities for individual
and social learning activities, and through learning communities
with collaborative learning models.
Learning needs to be sensitive to contextual conditions,
different values and cultural features.
Assessment for Learning - Formative Assessment:
Assessment for learning may be viewed as an essential element
of more personalised approaches to education. It refers to
assessment of student progress that is an ongoing part of
everyday teaching, rather than a special event. Like other
approaches which place learning at the centre – such as mastery
learning or intensive tutoring – they have been associated with
significant gains in achievement. As well as promising to raise
standards, such approaches address equity head on. They do so
through the individualisation of teaching and learning strategies
and through the continual identification of and responses to
students who are experiencing difficulties.
