1
DavisP-EL-7003-8
2
DavisP-EL-7003-8
Develop Engaging Learning Activities
Grading Rubric
Introduction
The following grading rubric was developed, copy and pasted from iRubric, a free online tool for creating rubrics. (http://www.rcampus.com/rubricshowc.cfm?code=ZX6BC8B&nocache=1476624903595)
Title: SGIQ Simulation Assessment Rubric
Teacher Name: _____________________
Student Name: ______________________
Date: ___________________
Poor20 pts
Fair40 pts
Good60 pts
Excellent80 pts
LMS portal usage and management
Poor
- student unable to create his or her Learning management system portal account on their own even after going through the user manual.
- Unable to submit class assignments and exams through the SQIQ account.- The student does not respond to others on the discussion posts.
Fair
- The student can open the portal account after help from others and the teacher. - The student is not able to perform most of the basic activities on the SGIQ dashboard like accessing exam questions.-A student can submit class assignments but after deadlines or do not meet all the requirements for the system.
- Late response to others in the discussion area.
Good
- Students can create their portal accounts with one or two errors. E.g. poor passwords etc. - The student can access and submit online tests in time and with a little help.- Students are able to post their weekly responses on the discussion post.
Excellent
- Students can create their portal accounts with no errors. - The student can access and submit online tests on time and without any help.
- Perfect masterly of the LMS and student can even contribute to discussion questions before deadlines.
Research and content
Poor
- Students are not able to locate online resources which can be used for references.- The student does not even understand the role of online platforms in research.
- Student does not submit the relevant document types
Fair
- The student understands the online platforms but cannot identify the professional resources.- Student submits the intended work with a little customization of the MS Word templates.
-
Good
- The student understands the difference between a profession and unprofessional resource and the sites for the professional resources.
- The student submits most of their work does not understand all the instructions.
Excellent
-Students understand all the assignment instructions and follow them to the letter in their work. - A student can identify online professional resources without any problem.- Student submits MS Word documents with maximum customization.
Format and referencing
Poor
- Poor structure of research documents is submitted through the portal. For example, submitting word document instead of excel spreadsheet.
- No supporting information from relevant professional resources.
- No reference list.
- More than 6 grammatical errors in the submitted work.
Fair
- Some of the documents (less than 3 assignments) have poor forma ...
EDUU 512 WebQuest Design Project Template Rubric
5
4
3
2
Introduction
The introduction section provides detailed background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides adequate background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides limited background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
The introduction section provides insufficient background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
Task
A clear and concise description of what students will have accomplished by the end of the WebQuest is provided.
An adequate description of what students will have accomplished by the end of the WebQuest is provided.
A limited description of what students will have accomplished by the end of the WebQuest is provided.
An insufficient description of what students will have accomplished by the end of the WebQuest is provided.
Process
The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided.
The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way.
The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided.
The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way.
Evaluation
The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides a limited description of the evaluation cr.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
EDUU 512 WebQuest Design Project Template Rubric
5
4
3
2
Introduction
The introduction section provides detailed background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides adequate background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides limited background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
The introduction section provides insufficient background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
Task
A clear and concise description of what students will have accomplished by the end of the WebQuest is provided.
An adequate description of what students will have accomplished by the end of the WebQuest is provided.
A limited description of what students will have accomplished by the end of the WebQuest is provided.
An insufficient description of what students will have accomplished by the end of the WebQuest is provided.
Process
The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided.
The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way.
The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided.
The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way.
Evaluation
The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides a limited description of the evaluation cr.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
MSL 6000, Psychological Foundations of Leadership 1 Cour.docxgilpinleeanna
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
MSL 6000, Psychological
Foundations of ...
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
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Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
MSL 6000, Psychological Foundations of Leadership 1 Cour.docxgilpinleeanna
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
MSL 6000, Psychological
Foundations of ...
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
Business Strategy:
Differentiation, Cost Leadership,
and Integration
Lina Deng
Business Strategy and Competitive Advantage
• A business-level strategy is an integrated and
coordinated set of commitments and actions designed
to provide value to customers and to gain a competitive
advantage by utilizing core competencies in specific
individual product markets.
6–2
Business-Level Strategy:
How to Compete for Advantage?
• Answer the “Who, What, Why, and How”
Ø Who - which customer segments to serve?
Ø What needs, wishes, desires will we satisfy?
Ø Why do we want to satisfy them?
Ø How will we satisfy customers’ needs?
• Details actions that managers take in the quest
for competitive advantage
Ø Single product or group of similar products
6–3
Industry and Firm Effects Jointly Determine
Competitive Advantage
6–4
Business Strategy and Competitive Advantage
• Two fundamental questions:
Ø How do you generate advantage?
Ø How do you sustain advantage?
• Key idea for sustainability is “barriers to imitation.”
Ø How long will it be before the first rival
imitates the first mover?
Ø How fast does new imitation occur
once it starts?
v These two factors determine appropriability.
6–5
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø The computer industry is an excellent example of the lack
of correspondence between market share and profit rates.
IBM was a clear market leader in terms of market share
but had only mediocre economic performance relative to its
rivals. High market share is no guarantee of high rates
of profitability.
6–6
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø Perhaps high market share causes high profit rates.
Ø But it could equally well be that there is a third factor
(e.g., good service capabilities, such as those of
Caterpillar), either not considered or unobserved by us,
that causes both high profitability and high market share.
v In this case, we would see a correlation
between profitability and market share
but there is no causal explanation.
Business Strategy and Competitive Advantage
• When can market share work to generate and sustain
an advantage?
Ø Scale economies (to generate cost leadership advantage)
combined with high exit costs (to sustain the advantage)
may make market share a defensible advantage.
6–8
Business Strategy and Competitive Advantage
• An organization’s knowledge or expertise can lead to
sustainable advantage if:
Ø The knowledg.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
THE UK’S LEADING PROVIDER OF EXPERT SERVICES FOR IT PROFESSIONALS
NATIONAL COMPUTING CENTRE
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
The effective use of information technology is now an accepted organisational imperative - for
all businesses, across all sectors - and the primary motivation; improved communications and
commercial effectiveness. The swift pace of change in these technologies has consigned many
established best practice approaches to the past. Today's IT decision makers and business
managers face uncertainty - characterised by a lack of relevant, practical, advice and standards
to guide them through this new business revolution.
Recognising the lack of available best practice guidance, the National Computing Centre has
created the Best Practice Series to capture and define best practice across the key aspects of
successful business.
Other Titles in the NCC Best Practice series:
IT Skills - Recruitment and Retention ISBN 0-85012-867-6
The New UK Data Protection Law ISBN 0-85012-868-4
Open Source - the UK opportunity ISBN 0-85012-874-9
Intellectual Property Rights - protecting your intellectual assets ISBN 0-85012-872-2
Aligning IT with Business Strategy ISBN 0-85012-889-7
Enterprise Architecture - underst.
BUSINESS PROCESSES IN THE FUNCTION OF COST MANAGEMENT IN H.docxfelicidaddinwoodie
BUSINESS PROCESSES IN THE FUNCTION OF COST
MANAGEMENT IN HEALTHCARE INSTITUTIONS
1
1
st
IVANA DRAŽIĆ LUTILSKY
Departement of Accounting
Faculty of Economics and Business
University of Zagreb
Croatia
[email protected]
2
nd
LUCIJA JUROŠ
Faculty of Economics and Business
[email protected]
Abstract: This paper is dealing with the importance of business processes regarding costs
tracking and cost management in healthcare institutions. Various changes within the health
care system and funding of hospitals require the introduction of management information
systems and cost accounting. The introduction of cost accounting in public hospitals would
allow the planning and control of costs, monitoring of costs per patient or service and the
calculation of indicators for the analysis and assessment of the economic performance of the
business of public hospitals and lead to the transparency of budget spending. A model that
would be suited to the introduction in the public hospital is full cost allocation model based on
activities or processes that occur, known as the ABC method. Given that this is a calculation
of cost of services provided through various internal business processes, it is important to
identify all business processes in order to be able to calculate the costs incurred by services.
Although the hospital does not do business with the aim to make a profit, they must follow all
the costs (direct and indirect) to be able to calculate the full costs i.e. the price of the service
provided. In addition, the long-term sustainability of business activities in terms of funding
difficulties and the continuous growth of cost of services provided, hospitals must control and
reduce the cost of the program and specific activities. Therefore, the objective of this paper is
to point out the importance of business processes while introducing ABC method.
Keywords: Business Processes, Cost management, ABC method, Healthcare Institutions
1
This work has been fully supported by University of Zagreb funding the project “Business processes in the
implementation of cost management in healthcare system”, Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of
University of Zagreb.
mailto:[email protected]
1 Introduction
In recent years, the efficiency of the management in health care services and the system of
quality in health care institutions significantly increased. Patients expect more from
healthcare providers and higher standards of care. At the same time, those who pay for
health services are increasingly concerned about the rising costs of health care services, but
also the potential ineffectiveness of the health care system. Consequently, there is a broad
interest in understanding the ways of efficient work of health care management and .
Business Process Management JournalBusiness process manageme.docxfelicidaddinwoodie
Business Process Management Journal
Business process management: a maturity assessment of Saudi Arabian
organizations
Omar AlShathry,
Article information:
To cite this document:
Omar AlShathry, (2016) "Business process management: a maturity assessment of Saudi Arabian
organizations", Business Process Management Journal, Vol. 22 Issue: 3, pp.507-521, https://
doi.org/10.1108/BPMJ-07-2015-0101
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https://doi.org/10.1108/BPMJ-07-2015-0101
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To copy this document: [email protected]
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(2016),"Process improvement for professionalizing non-profit organizations: BPM approach",
Business Process Management Journal, Vol. 22 Iss 3 pp. 634-658 <a href="https://doi.org/10.1108/
BPMJ-08-2015-0114">https://doi.org/10.1108/BPMJ-08-2015-0114</a>
(2016),"Ownership relevance in aspect-oriented business process models", Business
Process Management Journal, Vol. 22 Iss 3 pp. 566-593 <a href="https://doi.org/10.1108/
BPMJ-01-2015-0006">https://doi.org/10.1108/BPMJ-01-2015-0006</a>
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Business process management:
a maturity assessment of Saudi
Arabian organizations
Omar AlShathry
Department of Information Systems,
Imam Mohammed Bin Saud University, Riyadh, Saudi Arabia
Abstract
Purpose – Business Process Management (BPM) has become increasingly common among organizations
in d.
Business Plan[Your Name], OwnerPurdue GlobalBUSINESS PLANDate.docxfelicidaddinwoodie
Business Plan[Your Name], Owner
Purdue Global
BUSINESS PLAN
Date
1. EXECUTIVE SUMMARY
1.1 Product
1.2 Customers
1.3 What Drives Us
2. COMPANY DESCRIPTION
2.1 Mission and Vision Statements
2.2 Principal Members at Startup (In Unit 7 you will expand on this section to include medium and long term personnel plans for all team members, including the line staff.)
2.2.1 Using chapter 10 of your text, write the plan, using the section in Chapter 10 that shows how to introduce each team member and describe their background and responsibilities. You will start with the leaders and managers, then discuss other employees as needed for your company to grow.
2.2.2 Use this spreadsheet to show the planning
Leaders/managers (unit 1)
When needed (number of months/years after opening)
Outside Services Needed
Key Functions
Add line staff (Unit 7)
2.3 Legal Structure
3. MARKET RESEARCH
3.1 Industry (from SBA, Business Guides by Industry, and Bureau of Labor Statistics)
3.1.1 Industry description
3.2.1 Resources used
3.2 Customers (from SBA site fill in worksheet, then use text for spreadsheets and follow-up explanations)
Add SBA part here:
Then, fill in spreadsheet using this example from the text:
Housewife:
Married Couple:
Age:
35–65
Age:
35–55
Income:
Fixed
Income:
Medium to high
Sex:
Female
Sex:
Male or Female
Family:
Children living at home
Family:
0 to 2 children
Geographic:
Suburban
Geographic:
Suburban
Occupation:
Housewife
Occupation:
Varies
Attitude:
Security minded
Attitude:
Security minded, energy conscious
Older Couple:
Elderly:
Age:
55–75
Age:
70+
Income:
High or fixed
Income:
Fixed
Sex:
Male or Female
Sex:
Male or Female
Family:
Empty nest
Family:
Empty nest
Geographic:
Suburban
Geographic:
Suburban
Occupation:
White-collar or retired
Occupation:
Retired
Attitude:
Security minded, energy conscious
Attitude:
Security minded, energy conscious
Explain who you are targeting and where they are located. Insert information here using these guidelines:
Information About Your Target Market – Narrow your target market to a manageable size. Many businesses make the mistake of trying to appeal to too many target markets. Research and include the following information about your market:
Distinguishing characteristics – What are the critical needs of your potential customers? Are those needs being met? What are the demographics of the group and where are they located? Are there any seasonal or cyclical purchasing trends that may impact your business?
Size of the primary target market – In addition to the size of your market, what data can you include about the annual purchases your market makes in your industry? What is the forecasted market growth for this group? For more information, see the market research guide for tips and free government resources that can help you build a market profile.
How much market share can you gain? – What is the market share.
Business PlanCover Page Name of Project, Contact Info, Da.docxfelicidaddinwoodie
Business Plan
Cover Page
Name of Project, Contact Info, Date
Picture/graphics
Table of Contents
Executive Summary
The Company
The Project
The Industry
The Market
Distribution
Risk Factors
Financing
Sources
List of sources, specific articles, and websites
I WILL PROVIDE MORE INFORMATION IN CHAT TO COMPLETE PROPOSAL.
.
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
Business Planning and Program Planning
A strategic plan specifies how a particular program will realize its objectives. With a strategic plan, it is possible to focus efforts on the accomplishment of a program's goals. A strategic plan provides a link between what a program seeks to accomplish and the required actions for successful program implementation (Kettner, Moroney & Martin, 2017). A business plan, on the contrary, defines the path of business. It includes a company's organizational structure, marketing plan as well as financial projections (Kettner et al., 2017).
Impact of Business Plan on a Program’s Strategic Plan
The logic model can help understand the impact of a business plan on a program’s strategic plan. The logic model comprises five major elements such as inputs, activities, outputs, outcomes, and impacts. The inputs are the resources such as funding, facilities, staff and volunteers needed for a given program. The activities are the events or actions of a program such as running the program and data collection. Outputs are the direct products and the desired effects of a program. Impact recalls the goals of a program (Hodges & Videto, 2011).
The financial projection element of a business plan can impact the strategic planning process of a program. This medium is because the allocated budget, as well as its parameters, must be assessed to ascertain if the funds available are enough to perform the tasks and activities of a program, which is what amounts to strategic planning. Hodges and Videto (2011) asserted that the resources required to implement a program, including those available and those needed, should be reviewed to determine if there are enough resources to achieve the goals of a program. The budget must include allocations for facilities and space, staff, supplies and materials, marketing resources as well as other operational expenses. An accurate budget is vital for the success of a program, and it is critical to consider all the possible expenses plus income.
The relationship between Business Planning and Program Planning
Programs usually face resource constraints, including the difficulty to attract funding streams. Business planning, according to the United States Small Business Administration (n.d.) is a methodology that can be used to address the challenge of financial constraints systematically. A business plan can demonstrate the link or association between a proposed program and social return. Through a funded plan, it is possible for a program to secure funding sources. As such a program plan must include a budget that specifies the number of revenues needed to achieve the program's goals and objectives. From this medium perspective, a budget is considered as an integral component rather than a stand-alone activity of program planning process (Kettner, Moroney and Martin, 2017).
The program planning process must include areas that require add.
Business Plan In your assigned journal, describe the entity you wil.docxfelicidaddinwoodie
Business Plan: In your assigned journal, describe the entity you will utilize and explain your decision.
Must be:
At required length or longer
Written in American English at graduate level
Received on or before the deadline
Must pass turn it in
Written in APA with references
.
Business Plan Part IVPart IV of the Business PlanPart IV of .docxfelicidaddinwoodie
Business Plan Part IV
Part IV of the Business Plan
Part IV of the business plan is due in week 7. Together with this part, you must show to your instructor that you have implemented the necessary corrections based on the part I feedback.
Part IV Requirements
1. Financials Plan
a. Present an in-depth narrative to demonstrate the viability of your business to justify the need for funding.
b. In this section describe financial estimates and rationale which include financial statements and forms that document the viability of your proposed business and its soundness as an investment.
c. Tables and figures must be introduced in the narrative.
i. Describe the form of business (sole-proprietor, LLC, or Corporation).
ii. Prepare three-year projections for income, expenses, and sources of funds.
iii. Base predictions on industry and historical trends.
iv. Make realistic assumptions.
v. Allow for funding changes at different stages of your company’s growth.
vi. Present a written rationale for your projections.
vii. Indicate your startup costs.
viii. Detail how startup funds will be used to advance your proposed business
ix. List current capital and any other sources of funding you may have
x. Document your calculations.
xi. Use reasonable estimates or actual data (where possible).
2. Continuous Improvement System
a. Present a brief summary of the continuous improvement processes that you will utilize for quality management (Six sigma, TQM, etc).
.
BUSINESS PLAN FORMAT Whether you plan to apply for a bu.docxfelicidaddinwoodie
BUSINESS PLAN FORMAT
Whether you plan to apply for a business loan or not, you need to have a roadmap or plan to get you from where you are to the successful operation of your business. The pages that follow demonstrate the content of a simple business plan which has been found to be successful in obtaining startup funds from banks. You are encouraged to use all or whatever portions of this fit your business.
Please DO NOT write page after page of drivel or copy from someone else’s plan or one of those templates you can find on the Internet. In most cases this will not “sound" like you, nor will it be short and to the point. Those who read these things are busy people and will not be inclined to spend time reading irrelevant paperwork.
Throughout this sample, there are
italicized
comments which are meant to guide you in preparation. If you follow this format it is reasonable to expect a finished document with 15-20 pages plus the supporting documents in the last section.
If you have good quality pictures of your space, products or other items, you might include them as another way to convey just what you plan to do. A map of your location, diagram of floor space, or other illustration is also sometimes helpful. On the other hand, do not add materials simply to “bulk-up” the report.
While content is critical, it is also important to make this presentation look as good as possible. For this course, you will create the business plan in Word and submit the plan and all attachments through the Assignment drop box. That means all attachments have to be in digital form. For a bank loan or an investor, you would normally provide them with a print version. Print the pages in black ink on a high quality tinted letterhead paper. Color is not necessary but would add some interest in headlines, etc. Bind the document in a presentation folder or with a spiral binding. Don’t simply punch a staple in the upper left corner.
If your were going to pursue a bank loan or an investor, it would be normal to take this business plan to your SCORE counselor for a review and critique.
NOTE: Before you begin your inspection of the simple plan outline which follows, take a moment to review the Business Plan Checklist on the next page.
BUSINESS PLAN CHECKLIST
By way of review, here is a concise list of the basic requirements for a Business Plan, as recommended by the MIT Enterprise Forum:
·
Appropriate Arrangement
- prepare an executive summary, a table of contents and chapters in the right order.
·
Right Length
- make it not too long and not too short, not too fancy and not too plain.
·
Expectations
- give a sense of what founder(s) and the company expect to accomplish three to seven years in the future.
·
Benefits
- explain in quantitative and qualitative terms the benefit to the consumer of the products and services.
·
Marketability
- present hard evidence of the mar.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. 1
DavisP-EL-7003-8
2
DavisP-EL-7003-8
Develop Engaging Learning Activities
Grading Rubric
Introduction
The following grading rubric was developed, copy and pasted
from iRubric, a free online tool for creating rubrics.
(http://www.rcampus.com/rubricshowc.cfm?code=ZX6BC8B&n
ocache=1476624903595)
Title: SGIQ Simulation Assessment Rubric
Teacher Name: _____________________
Student Name: ______________________
Date: ___________________
Poor20 pts
Fair40 pts
Good60 pts
Excellent80 pts
LMS portal usage and management
Poor
- student unable to create his or her Learning management
system portal account on their own even after going through the
2. user manual.
- Unable to submit class assignments and exams through the
SQIQ account.- The student does not respond to others on the
discussion posts.
Fair
- The student can open the portal account after help from others
and the teacher. - The student is not able to perform most of the
basic activities on the SGIQ dashboard like accessing exam
questions.-A student can submit class assignments but after
deadlines or do not meet all the requirements for the system.
- Late response to others in the discussion area.
Good
- Students can create their portal accounts with one or two
errors. E.g. poor passwords etc. - The student can access and
submit online tests in time and with a little help.- Students are
able to post their weekly responses on the discussion post.
Excellent
- Students can create their portal accounts with no errors. - The
student can access and submit online tests on time and without
any help.
- Perfect masterly of the LMS and student can even contribute
to discussion questions before deadlines.
Research and content
Poor
- Students are not able to locate online resources which can be
used for references.- The student does not even understand the
role of online platforms in research.
- Student does not submit the relevant document types
Fair
- The student understands the online platforms but cannot
3. identify the professional resources.- Student submits the
intended work with a little customization of the MS Word
templates.
-
Good
- The student understands the difference between a profession
and unprofessional resource and the sites for the professional
resources.
- The student submits most of their work does not understand all
the instructions.
Excellent
-Students understand all the assignment instructions and follow
them to the letter in their work. - A student can identify online
professional resources without any problem.- Student submits
MS Word documents with maximum customization.
Format and referencing
Poor
- Poor structure of research documents is submitted through the
portal. For example, submitting word document instead of excel
spreadsheet.
- No supporting information from relevant professional
resources.
- No reference list.
- More than 6 grammatical errors in the submitted work.
Fair
- Some of the documents (less than 3 assignments) have poor
formats.
- Professional resources are used but not cited and vice versa.
- 4 or 5 errors in grammar.
Good
4. - One or no assignment submitted has a bad format or file type.
- Assignments have both reference lists and properly cited even
though the number of resources is not enough.
- Two or three grammar errors.
Excellent
- All assignments submitted through the portal are of correct
file types.
- Assignments have the required number of professional
resources with proper citations and referencing.
- one or no grammatical errors
Justification and Reasoning
As with any other good grading rubric, the developed rubric
helps students to know the worth of their assignments and
exams (Carbery, A. a., & Leahy, S. s. (2015).). The grading
rubric constructed above was aimed at ensuring the students
meets the entire learning outcome at each of the five bloom’s
level. The following are the specific reason for each criterion
used in the rubric.
LMS portal usage and management; this criteria is the main
focus of the entire learning activity. The learning activity is to
ensure the student understands how the use the SGIQ based
simulation in the learning process. The students will, therefore,
be required to understand various aspects of the system. Among
these outcomes expected when using the learning management
system is the ability to create a student account commonly
known as a student portal. Creating a student portal involves
one of the Bloom's level as well. It helps students acquire skills
on using various computer applications. Therefore, when
analyzing this area, students with no portal account will imply
that they have mastered no skill on creating an account.
Therefore, there performance will be regarded "poor." Students
with a portal account and can use the account to accomplish
5. some assigned tasks will be regarded as having "Excellent"
performance.
Research and content criteria; a good rubric should assess the
research process and understanding of research methodologies
(Rowntree, 2015). This involves assessing the student's
understanding of the research process. It also involves looking
into their posts on the discussion posts through the SGIQ
simulation and the assignments done. Despite the students
knowing how to use the simulation or LMS, there are required
to know various resources to support their topics and claims
they make within their discussions (Stevens, 2013). The
resources they use can be unprofessional or professional. This
criterion seeks to identify the understanding of the student on
professional and unprofessional resources. It also includes the
identification of online sites and databases with professional
resources. It is after the teacher has guided them on how to
identify a professional resource that they will remember and
apply the acquired knowledge (Walvoord, 2011). Therefore, the
criterion clearly addresses two Bloom’s levels which are
understanding and applying.
Format and referencing; formatting involves the general
structure of the submitted answers. Students are required to
abide by a standard format for structuring their papers, essays,
excel sheets or even PowerPoint documents. For instance,
students can be showed the common APA standard for
formatting their research papers. They are therefore required to
remember these formatting styles and ensure quality and
readable answers (Falchikov, 2013). They are also required to
reference and cite their work accordingly. The criteria involve
four levels of student understanding. The "Poor" level involves
those students who did not understand these concepts of
formatting and referencing or those who cannot remember
anything on formatting and referencing. These students also
indicate that Bloom's level of "Remembering" is not reached.
They can, therefore, be helped to reach the level by applying the
6. required format. "Excellent", the highest on the rubric scale,
indicate performances which shows that the student has
mastered the "Remembering" level and the learning outcomes in
this level have to be met.
References
Carbery, A. a., & Leahy, S. s. (2015). Evidence-based
instruction: assessing student work using
rubrics and citation analysis to inform instructional design.
Journal Of Information Literacy, 9(1), 74-90.
Falchikov, N. (2013). Improving assessment through student
involvement: Practical solutions for
aiding learning in higher and further education. Routledge.
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K.,
Cheng, J., ... & Klemmer, S. R.
(2015). Peer and self-assessment in massive online classes. In
Design Thinking Research
(pp. 131-168). Springer International Publishing.
Rowntree, D. (2015). Assessing students: How shall we know
them?. Routledge.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An
assessment tool to save grading
time, convey effective feedback, and promote student learning.
Stylus Publishing, LLC.
Walvoord, B. E., & Anderson, V. J. (2011). Effective grading:
A tool for learning and
assessment in college. John Wiley & Sons
1
DavisP-EL-7003-8
Develop Engaging Learning Activities
7. Learning Activity
Introduction
The learning activity in this assignment involves the use of a
learning management system or LMS to help a student go
through various levels of Bloom's learning taxonomy. The
learning management system involves a gaming system called
Serious Gaming Interactive Questions or SGIQ (Šimic, G. et
al.,2015). This gaming system forms a large part of the learning
activity, and the following table shows the Bloom's learning
levels and activities involved.
URL’s Off LMS:
https://www.lynda.com/D2L-tutorials/Up-Running-
Desire2Learn/141463-2.html
http://cca.gnomio.com
Bloom’s Level
Learning Outcome
Activity
Analyzing
Comparing, distinguishing and identifying the online
professional resources for conducting research both in class
assignments and professional environments.
Familiarize yourself with a L.M.S.
URL:
https://www.lynda.com/D2L-tutorials/Up-Running-
Desire2Learn/141463-2.html
Students will be required to;
- Compare various online resources such as videos,
audios, journal and e-books regarding professional resources
and those that are not.
- Identify the resources within the L.M.S resource center
that are related and can be cited for a particular topic.
Assessment will be done by giving the students an essay
question or topic in which they will be required to use the
8. resources in the school’s LMS system for research. They will be
required to cite and reference those resources.
Evaluation
Communicate, contribute and respond to other course colleagues
on posted topics via the discussion groups and email.
Students will be required to;
- Reply to at least two of their classmates’ posts in a
weekly discussion forum via the SGIQ portal.
- Participate in a discussion forum by posting their views
on a particular topic related to classwork and e-activity.
Students will be assessed on a weekly basis on skills learned;
Teachers will use the L.M.S. embedded testing module to
produce tests, quizzes, true/false questions or matching (i.e.
click and drag type questions) and other types of media/videos
can be uploaded for additional assessments entities.
Remembering
Recalling, defining and presenting to the class without
referring.
Students will be required to;
- Present their finding in the class on the importance of
using Learning Management Systems.
- Defining the Learning management system
- Recall the LMS registration details they provided in the
first week to reset their accounts and advance to the main
examination of the course.
This will not involve any exercise but the ability to advance to
module 2, or the main examination LMS section will show that
the student has met the outcomes of this Boom's level.
Applying
Operating and modifying out-of-classroom objects using the
knowledge learned.
Students will be required to;
- Apply the knowledge learned from the LMS and use of
Microsoft Office suite to perform a qualitative research on a
topic of their own.
- Operate and modify various online word processing
9. templates to generate customized documents and submit them
through the learning portal.
Assessment will include the weekly exercise on the use of the
LMS questions area to submit sections of the essays. The essay
will be done in bits and the final paper submitted in the final
week.
Understanding
Explaining the working of the LMS
Students will be required to;
- Explain to a new student the steps taken for them to
open an LMS student portal account.
- Explain how to post a discussion post and how to submit
an answer to weekly assignments
An exercise will then be given that will involve the students'
understanding of how to use the LMS to do a ten-question test.
The test will be timed, and after the allocated time elapses, it
will submit the answers and grade the students.
Creating
Acquiring skills in computers and computer applications that
will help them solve computer related problems outside the
classroom.
Students are required to;
- Create word documents, excel worksheets, and access
databases using Microsoft suit.
- Modify templates in Microsoft Office Word to generate
customized documents and submit them through the learning
portal.
- Create their online portals by submitting their details
and credentials.
- Devise a way to extract useful and professional
information from the internet for academic needs and also other
purposes.
Assessment of this activities will include giving them the
exercise of the usage and application of MS Office and also
asking them to provide online professional resources for a
particular discussion topic.
10. Analysis of the learner experience
This learning activity assimilates some useful technologies and
ideas that can help a student expand their experiences on real
world instructional options using the tools in an LMS. The
experience is exciting because it involves watching videos
identify various professional resources and also having an oral
class presentation. The activity is also based on a learning
management system that can be a bit new to the students and
therefore making them learn the basic and advanced features of
the game.
The LMS's questions are also timed, and this creates a nice
experience for the student to test their time management skills.
Concentrating on the same question which they are not sure
about can lead to time loud and hence poor results. Arranging
one's time is a key skill that the learners will acquire during the
experience in this activity. The activity also made a few
modifications to include the Microsoft Office suite of the
packages like Word processors, worksheets and databases are
extremely important in the class and outside the class.
References
Herlo, D. (2011). E-learning tools for teaching and learning.
Journal Plus Education, 7(2), 110-
115
Papanikolaou, K., & Boubouka, M. (2011). Promoting
collaboration in a project-based e-
learning context.
Šimic, G., Jevremovic, A., Kostic, Z., & Ðordevic, D. (2015).
Assessment based on serious
gaming interactive questions (sgiq).
Tsai, F., Tsai, C., & Lin, K. (2015). The evaluation of different
gaming modes and feedback
types on game-based formative assessment in an online learning
environment.
11. 1
DavisP-EL-7003-8
Develop Engaging Learning Activities
Overview/Introduction
With the technological advancement, several web based tools
including blogs, virtual worlds, Really Simple Syndication
(RSS), e-portfolios, Skype and Web 2.0 are being used for e-
learning classes. Now learning has become the interest of
learner and it is doing in schools, rather in appropriate
environments regarding the choice of learners. Web 2.0 is a
broad term which comprises different meaning which include an
emphasize on user generated contents, sharing of data and
contents, collaboration among learners, collective use of
different kinds of social software, interaction the websites and
web applications in new and creative ways and use of these
applications to generate, publish and consume the consumer
contents Greenhow, Robelia, & Hughes, 2011()
.
With the emerging trends of distance learning, Web 2.0 has
become an important tool to assist the students to acquire the
knowledge more effectively in a collaborative environment
especially in higher education. The Web 2.0 can be used to
promote the learning skills both in face to face classes and e-
learning environment. However, the effectiveness of this
program and software is highly dependent on development of
digital learning materials, the learning environment, learning
blogs, collaboration among learners and social networks Wankel
& Blessinger, 2013()
. The objective of current paper is to do an analysis of Web 2.0
regarding the effectiveness of e-learning environment, Bloom’s
level of learning, engagement of students and activities to
develop a collaborative environment in class through web 2.0
apps.
12. The Different Tools of Web 2.0
After 2005, several new tools of e-learning were introduced for
general as well as educational use. The main feature of all these
application of Web 2.0 was the empowerment of end-user,
generating and disseminating the user information on the
appropriate cost and time of users. Regarding the e-learning
environment, some important applications of Web 2.0 with their
details are given below.
i. Audio/Podcasting
Podcasting is actually the process of uploading the multimedia
files on websites which are downloadable and portable.
YouTube, e-portfolios, podcast.com, Apple podcast apps,
iTunes and Flickr are common websites for podcasting.
ii. Blogging/Micro-Blogging
Blogging is a chronological and most effective to express the
personal thought and then conveying them to variety of people.
Blogs can be used as personal diary or the description of
particular event. Bloggers and Stephen’s web are common
sources for blogging Sclater, 2013()
.
iii. Social-Networking
It works like e-portfolios. Actually, it is the process of creating
an online community to interact, communicate and sharing their
thoughts and information regarding the study or live incidents.
Facebook, Twitter, Instagram, My Space and there are several
other social networks are common sources of social networking.
iv. Wikis:
Wikis are most effective application of Web 2.0 to enhance the
13. collaboration among learners. Wikis are open and collective
sources of publications allowing the people to contribute and
then editing particular body of information in a collaborative
way.
v. Multimedia Archives
It works like podcasting. It allows the people to post and
download and video, audio, photographs and several other
media files for learning. However, multimedia archives also
allowed the people to communicate over website Sandars,
Homer, Pell, & Croker, 2015()
.
vi. Synchronous Communication Tools
These tools are Very common in e-learning environment.
Actually, they allowed the people to communicate over the web
anytime visually. Adobe connect, Illuminate and Skype are very
common example of Synchronous communication tools.
vii. Listservs and Discussion Boards
These are very common in e–learning environment. The primary
objective of Listservs and Discussion Boards is to engage the
students and keep them working. Through discussion boards,
students can post their threads and then discuss over them.
Additionally, they are very effective to enhance the
collaboration among students which is an effective feature of
Web 2.0 Chen, Lambert, & Guidry, 2010()
.
viii. Mobile learning
An emerging application of Web 2.0 is mobile learning. It
allows the people to access information from any site, anytime
and anywhere. It could be the most advanced application of
14. Web 2.0. The educational institutes have their academic
applications which let the students to access their academic
updates anywhere and anytime.
Regarding my course, I have selected maximum “student
interaction and student collaboration” as the primary learning
outcomes of application of web 2.0. Although all mentioned
applications are very effective, however I have found social
networking, mobile learning, Listservs and Discussion Boards
as the most effective apps of web 2.0 to achieve the learning
outcomes for my students Sandars, et al., 2015()
.
Bloom's Taxonomy of Learning
Bloom's taxonomy is actually a set of three hierarchal learning
models designed on the base of complexity and complexity and
specificity. Cognitive, effective and sensory domains are three
levels of learning for Bloom's taxonomy. The description of
these three domains is given below.
The Cognitive Domain:
The cognitive domain is about traditional educational system
while and it is mostly used to structure the learning objectives
and assessment methods. It is about exhibiting memory of
learned materials through recalling the facts, concepts, terms
and categorizing the knowledge. Applying, analyzing and
synthesizing are three levels of cognitive domain.
The Affective Domain:
It is about the emotional reaction of people to the pains of other
and feeling their pain as well. This domain actually targets the
growth and awareness in attitudes, emotions and feelings.
Receiving, responding, organizing, valuing and characterizing
15. are five levels to affective domain Forehand, 2010()
.
The Psychomotor/Sensory Domain:
This domain is about ability to physically manipulate a tool or
instrument. This domain focuses in the change in attitude and
behavior after the learning process. Perception, set, guided
response, mechanism, complex overt response, adaptation and
origination are levels of sensory domain. A diagram
interlinking six levels of Bloom's taxonomy is given below
Bloom, 2013()
.
This diagram clearly depicts role of Bloom’s level of learning
in e-learning environment and the most appropriate learning
activity regrading each level. Teaching and lecturing the
students is first step for knowledge creation both in traditional
and e-learning environment. This teaching process finally ends
at remembering and teaching the others. Gaining the
competency in a particular subject is ultimate competency of an
individual to teach others.
Proposed Learning Activities Using Web 2.0
There are two primary outcomes associated with these
activities.
· Development of socially interactive and collaborative culture
in class
· Developing the reading skills of students and providing them
the in-depth knowledge of their concerned fields
Although both outcomes are important, however first outcome is
primary objective to achieve in all activities.
16. Activity 01: Individual Keyboarding/Reading Assignments and
Small Group Discussions
As discussed earlier, to enhance the social interaction and
collaborative learning is primary objective of using web 2.0
applications. To achieve this objective, the first activity is
assigning the individual assignments to students and then asking
for to read these assignments individually. These assignments
will be provided through media files and there are two primary
objectives related to current assignment. The first one is
developing the reading skills of students and them conducting
the group discussion on discussion forums.
The students are expected to read the assignment carefully and
focusing on its central theme. After this, a discussion question
would be posted on discussion boards and students will be asked
to participate in discussion. Peer response is an important
element of currents strategy. Participating in discussion,
reading the peer response and then responding the peer response
will cause the social interaction and collaboration which are
ultimate objectives of current study.
Activity 02: Diagramming & Schematics Group Projects
The primary objective of this activity is development of a
collaborative environment, while secondary objective is
promoting the learning level of students regarding the use of
computer. In this activity, the groups of students will be made.
Each group will be provided a list of uses and limits of
particular social network application. Each group will be asked
to prepare a group project on design, dynamics, advantages,
disadvantages, limits and creating an annotated wireframe for
that project.
For example: There are three groups in class named as Group
A, B and C. Group A will be asked to prepare a project on
Facebook, Group B will be asked to prepare a project on twitter
17. and Group C will be asked to prepare project on My Space. First
it will enhance the collaborative learning on group level. After
the submission of all group projects, a common question will be
posted through Discussion Boards that:
Which social network app is more effective to promote the
collaborative learning within the class?
This question will bring the discussion from class level to group
level. Through discussion and argumentation, the instructor can
choose a particular social app to build the social network of
class and developing a socially interactive culture.
Activity 03: Think Pair Share
In this activity, students are assigned various activities together
and they are divided into pairs. Each pair is assigned same
scenario and they are expected to bring innovative ideas. On
due date, each pair post their answer and graphically represent
it. This representation could be in the form of a recorded media
file, PPT of Prezi. After presentation, the other pair groups will
be asked to criticize and raise questions regarding their ideas.
The presenting group is liable to answer those questions and
clarifying their doubts. A deep discussion is expected among
the students regarding a single scenario which will help to
develop a collaborative and social interactive culture through
various applications of Web 2.0.
References
Bloom, B. S. (2013). Handbook on formative and summative
evaluation of student learning.
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010).
Engaging online learners: The impact of Web-based learning
technology on college student engagement. Computers &
Education, 54(4), 1222-1232.
Daher, T., & Lazarevic, B. (2014). Emerging instructional
18. technologies: Exploring the extent of faculty use of web 2.0
tools at a midwestern community college. T
Forehand, M. (2010). Bloom’s taxonomy. Emerging
perspectives on learning, teaching, and technology, 41-47.
Greenhow, C., Robelia, B., & Hughes, J. E. (2011). Learning,
teaching, and scholarship in a digital age Web 2.0 and
classroom research: What path should we take now? Educational
researcher, 38(4), 246-259.
Sandars, J., Homer, M., Pell, G., & Croker, T. (2015). Web 2.0
and social software: the medical student way of e-learning.
Medical teacher, 30(3), 308-312.
Sclater, N. (2013). Web 2.0, personal learning environments,
and the future of learning management systems. Research
Bulletin, 13(13), 1-13.
Wankel, C., & Blessinger, P. (2013). Increasing student
engagement and retention in e-learning environments: Web 2.0
and blended learning technologies (Vol. 6): Emerald Group
Publishing.
1
DavisP-EL-7003-8
Research Web 2.0 Tools
At start of every school year, of the instructional profession, a
subject matter diagnostic is administered, mainly at the
beginning of the class, to gauge what their students do or do not
know about the subject course that they are enrolled in. In the
U.S., the main role of having assessments in place is to ensure
that students are equipped with a general knowledge of the
19. world and function therein (Pellegrino, J. W., 2014). Traditional
forms of assessments can be a simple question and response,
like raising hands, a pen/pencil to paper exams, quizzes, test, or
other form of high stakes achievement test. Assessments, such
exit exams, finals, or comprehensives, are administered once a
student meets a particular standard to certification, high school
diploma, or degree conferral. To date, emerging technical
innovations have pushed for school and district policymakers to
reevaluate the way in which K12 incorporates these new
innovations to their schools framework (Pellegrino, J. W.,
2014). In my attempt to explore traditional assessments, as well
as trending technologies, which can be utilized as e-learning
assessments.
Regardless of all this, there are yet those academic
environments that depend on traditional, in-class, instruction
which attributes to educating students. To remain abreast of
these changing instructional, technical paradigms, it is
inevitable that these academic institutions understand the
importance of e-learning and strategic decisions should be made
to adapt the e-learning assessment techniques and transforming
their traditional class based learning system into e-learning
environment.
· How do you transfer traditional assessment to the e-learning
environment?
No longer is the calculator, and even, the overhead projector the
only tools used to disseminate instruction for students. Now,
computers have become a necessary hardware to have in your
schools. Technology has grown exponentially of the past
several years and is now utilized in educations just about in
every level of instruction classroom instruction (FitzPatrick, T.,
2012). Armed with this knowledge, teachers must now learn
how to transition from their classical way of assessing and
transfer into an e learning or virtual teaching environment. The
20. transition is now always convenient and is often riddled with
problems. For instance, teachers need more time for training
and space to familiarize themselves with the online tools, items
and navigational features of their new e-learning assessment
environment (Crews, T. B., et al. (nd).
Past researches have yielded that the inclusion of technology to
student assessment process brings the efficiency (Pellegrino, J.
W., 2014). In discussion of e-students assessment process, the
interaction between learner and instructor has been stated as an
important component. Assessment should be the part of
learning-teaching process and learner centered approach should
be used for an effective assessment of student. The past
research studies regarding the transformation of face to face or
traditional learning environment has introduced a variety of
assessment tools to transform the traditional learning into e-
learning (Omar, Kalulu, & Alijani, 2011). Kalulu, et al.denote
some of the commonly used assessment tools for e-learning
environment:
1.
Use of available assessment software (Forum-Manager)
2.
The Rubrics and bulletin board
3.
Peer/Self-assessment
4.
E-portfolios/E-Journals and Plagiarism Checking
5.
Virtual Mentor (VM)
1. Use of available assessment software
21. The most recommended channel to transform a F2F (face-to-
face) assessment into e-learning environment is use of software.
In F2F environment, the assessment feedback of instructor is
verbal and this assessment is synchronously in nature. In e-
learning environment, the assessment could be synchronously or
asynchronously. Synchronously assessment is quick assessment
and it could be made through asking the students to post
discussion threads and participating in discussion. However, it
is not an adequate assessment and then most difficult task for e-
instructor is to assess the quality of discussion (Laurillard,
2009). ForumManager is software which can be used to assess
the quality of discussion as well as assignment submitted by
students. ForumManager is a Microsoft excel program and it
works on the base of ARG-EVID where ARG is for argument
and EVID is for evidence. Apart from this, WebCT is also
recommended software to bring the technological assessment
into traditional learning environment.
2.
The Rubrics and bulletin board
In traditional learning environment, the instructors use the
rubrics to measure the performance of students and their
academic progress. Through digitalization of these rubrics, they
can be used as bulletin boards in e-learning environment. It is
asynchronous nature of bulletin boards which make it popular
among the e-learners. Through bulletin boards, the students can
post their responses anytime according to given rubrics. The
students have time to check their grammar, punctuation and
spelling mistakes as well (Al-Hassan, 2010). More advanced
bulletin boards also provide the communication facility between
e-learner and instructor. In this way, it promotes the
interactivity factor of e-learning environment.
3.
Peer/Self-assessment
In traditional learning environment, teacher’s report, teacher’s
22. feedback and teacher’s comments are only source of student
academic assessment. A F2F learning environment can be
converted into e-learning environment through giving a chance
to students to assess the performance of each other. The
students can assess each other on the base of educational
performance, grades, skills, time management, intelligent and
communication as well. In e-learning environment, the students
use the bulletin boards or comments portal to assess the
performance of each other (Cirit, 2015).
4.
E-portfolios/E-Journals and Plagiarism Checking
E-portfolios and e-journals are very powerful resources to bring
technology in traditional classrooms. Collection, selection,
reflection, projection and presentation are five key elements of
e-portfolios or e-journals. It is the perception that assignments,
produced by student, presents him/her more effectively as
compared the grades of students. Through plagiarism checking,
the academic integrity of the student work can be ensured.
That’s why; e-journals and e-portfolios are considered more
effective assessment tools as compared to F2F assessments
because of their reflective, authentic, and interactive features.
5.
Virtual Mentor:
The virtual mentor (VM) is most effective tool to convert the
traditional learning environment into a well-structured,
synchronized and well-instructed multimedia based e-learning
environment (Hillen & Landis, 2014). Interactivity, mulita-
media integration, intelligence, self-directivity and flexibility
are some key elements to consider while transforming the
assessment of face to face learning into e-learning. VM is end
result of whole transformation and it is completely based on
assessment through technological tools, software and bulletin
and online quiz or plagiarism checking of assignments
submitted by the students. In short words, a VM assessment
23. environment results when a F2F learning system is completely
transformed into e-learning environment including all set of
instructions and assessment tools (Hemby, Wilkinson, & Crews,
2010).
· What trending technologies offer a high degree of engagement
among students?
Both in traditional or e-learning environment, the student
engagement are compulsory to make the learning process
efficient and fruitful. It is the era of technology, and IT has
become the crucial element in all sectors of human encounters.
In education sectors, the educational institutes are moving
towards the adoption of various technological tools to enhance
the student engagement. A teacher can encourage and motivate
the students to read, however learning depends on upon the
student. If a student is disregarding the particular lesson, the
teacher should dig out the reason that why the student is
inattentive instead of enforcing the student to learn that lesson
(Beebe, Vonderwell, & Boboc, 2010). After the advancement of
e-learning environment, the educational experts recommend
different technological tools to keep the student engaged with
classwork. I present a list of 5 trending technologies offering a
high degree of engagement among students, which are:
1. Using writing Applications on P.C.(Personal Computer)
tablets or laptop
2. Remote Desktop
3. Use of audio/video presentations and Recorded lectures
4. Podcasting
5.
Online Discussions and Debate forums
24. · How do you promote collaboration using the Web 2.0
technologies?
Web 2.0, a term introduced in 2004, (den Exter, et al. 2012),
describes a period when people recognized the fact that it is not
software that enables the website, but rather these are services
that enable the website to process the services for its users. Web
2.0 is all about collective intelligence as well as collaboration
among the users. Actually, Web 2.0 is the second generation of
digital technologies where internet users can read, write, edit
and collaborate through using synchronous and asynchronous
tools. It is akin to the same process as html (hyper-text-markup-
language), the language, or "coding" used by web browsers to
interpret and translates to a common language that the user can
understand. Wikipedia and other writing blogs are ample
examples of Web2.0 (den Exter, et al., 2012).
After the advancement of technology, e-learning is also moving
towards the adoption of Web2.0 to enhance the collaboration
among the students and academic activities. In last few years, it
has been realized that shaping and sharing the knowledge and
promoting the collaborative findings. In e-learning, an
integrated version of Web 2.0 should be implemented to
enhance the collaboration. The integrated version of Web2.0
includes these elements: Teacher, Student, Pedagogy, Presence,
Guidance, Time pressure, Structure and Design, Curriculum,
Individual knowledge creation, Collective knowledge creation,
reflection and critical thinking. The alignment of all these
factors results in collaborative learning within the classroom as
well as on social forums established by the institution (Omar, et
al., 2011).
Additionally, establishing the social interaction forums is also
an ideal way to enhance collaboration through web 2.0. Web 2.0
developed a knowledge or educational community. Every
25. individual using the applications of Web 2.0 is expected to
participate in this community and to share the ideas. Learning
forums are an important application of web 2.0 to promote the
collaboration among students. Social dynamics, social
infrastructure, social interactions for knowledge creation are
some of the goals of web 2.0 in the e-learning model (den Exter,
et al., 2012).
· How can mobile applications change learner engagement?
Cellular technology has accelerated in speed, and has made its
modular phones become one of the necessities of life, plus it is
a good opportunity for educational institutions to engage the
students through launching mobile applications. To date, we
can safely assert that there are many schools, in the US, and
abroad, which have launched mobile applications for their
website and online courses to provide high flexibility to their
students. Kaplan University, University of Phoenix and Ashford
University are some famous educational institutes providing the
mobile access to online courses for their students (Cirit, 2015).
Like other technological devices, mobile apps (applications)
have also become a popular tool to engage the students in
academic activities. These mobile apps provide general
information about the university, updates regarding school
events, synchronous, and asynchronous, feedback from
instructors, comments from peers, social media integration,
Real-time analytics and several other Social features. Apart
from this, mobile applications can have convenient features to
help the student in some other ways such as: schedule
appointments, receive Alerts, enable push notifications,
assignments, exams and Course schedules, timetable sharing,
class walls, and study group (Hemby, et al., 2010). The students
can post their assignment, can receive their results and
communicate to their tutors.
26. · What evidence supports the use of trending technologies over
the traditional assessment?
As presented earlier, emerging technologies and traditional
classrooms are adopting the technological advancement in the
educational sector to secure their future and to compete in the
global market. It is an era of technology and technology has
taken front center to be the most appropriate tool to engage the
students in classrooms and to assess their performance. Some
shreds of evidence, regarding the use of trending technologies
over the traditional assessments, are listed below (Beebe, et al.,
2010).
•
A rubric is a common method of assessment being used by both
f2f (face-to-face) classrooms and e-learning environment
(Laurillard, D., 2009). The rubric system has been transformed
from traditional learning environment after its digitalization.
•
Peer and the self-assessment procedure is also in use of
traditional educational system. However, in the f2f educational
system, Peer and self-assessment procedure is conducted
through paperwork.
• Lastly, audio and video presentations, online and software
media rich content, have become very common in a traditional
learning environment. Additionally, the students in traditional
learning environment have personal accounts with social media
to keep in touch and interact with the peers.
References
Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging
Patterns in Transferring Assessment
27. Practices from F2f to Online Environments. Electronic Journal
of E-learning, 8(1), 1-12.
Crews, T. B., Virginia Hemby, K., Wilkinson,K., (nd).
Converting Assessment of Traditional Classroom
Assignments to the e-Learning Environment.
http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1041&co
ntext=ojwed retrieved 9/26/16
FitzPatrick, T. (2012). Key Success Factors of eLearning in
Education: A Professional
Development Model to Evaluate and Support eLearning. Online
Submission,
Future Internet 2012 future internet - MDPI. (n.d.). Retrieved
from
http://www.mdpi.com/1999-5903/4/1/216/pdf
Hemby, K., Wilkinson, K., & Crews, T. B. (2010). Converting
assessment of traditional classroom
assignments to the e-learning environment. Online Journal for
Workforce Education and Development, 2(2), 2.
Laurillard, D. (2009). The pedagogical challenges to
collaborative technologies. International Journal
of Computer-Supported Collaborative Learning, 4(1), 5-20.
Omar, A., Kalulu, D., & Alijani, G. S. (2011). Management of
innovative e-learning environments.
Academy of Educational Leadership Journal, 15(3), 37.
28. Pellegrino, J. W. (2014). Assessment as a positive influence on
21st century teaching and
learning: A systems approach to progress. Psicología Educativa,
2065-77. doi:10.1016/j.pse.2014.11.002
1
DavisP-EL-7003-8
Design and Develop the E-learning Course
Learning Outcomes for Computer Concepts with Applications
Online instruction, and training is, by far, one of the largest, if
not, successful, alternative platforms to educate and train
business corporations, as well as academia, without the physical
presence of being in a building or classroom or, at least, having
to travel to one. The technical wireless conveniences, found in
most mobile communication devices, provide synchronous, as
well as asynchronous, expansion of data/information, to the
masses instantaneously (Poe, Myra, & Stassen, Martha L.A.,
(n.d), pg. 8). While recognizing that most of higher education
take the lead in offering degree programs secondary education
(grades 9th - 12th) has also made use of this online medium to
supplement and/or complement their curriculum by utilizing a
plethora of online academic intervention services such as
APEX, A+… Yet, there are, however, those sites that offer
more features than that of the core curriculums (Hawkins, A. et
al. (2013).
LMS (Learning Management System) is the learning
environment to house course material as well as manage all
aspects of the classroom experience in a virtual environment.
In preparation for the experiences of learning in a virtual
29. managed system, of which many higher education institutions
are currently using, high schoolers need to be exposed to the
online learning system as well. As an instructional designer we
must outline the learning objectives in order to deliver this
content in a systematic way to reach our intended audience.
Following Bloom's taxonomy of higher order thinking is one of
the many suggested cognitive processes that is intended assist in
preparing instructors teach their course content (Callens, M. V.,
2014). In this assignment I will attempt to outline learning
outcomes, attributed to Bloom's Taxonomy, for a Computer
Concepts with Applications course for incoming high school
freshman's.
As a course that is appropriate for all students in high school,
the learning outcomes to be addressed for this course, Computer
Concepts with Applications, are as follows:
· Demonstrate, utilise, navigate and Access L.M.S. to read, post
and retrieve assignments.
· Develop an awareness of skills that could lead to effectively
use computers outside of the classroom environment.
· Communicate, contribute and respond to other course
colleagues on posted topics via the discussion groups and email.
Blooms
Learning Outcome
Activity
Comprehension
Application
Analysis
· Demonstrate, utilise, navigate and Access L.M.S. to read, post
and retrieve assignments.
30. Students are required to:
· Go to the computer lab and log-in, with their account
information and familiarize themselves with features of their
courses web site; Exercises may include, yet not limit
themselves, to: Reading and responding to colleagues, or
uploading documents.
Cognition
· Develop an awareness of skills that could lead to effectively
use computers outside of the classroom environment.
Students are required to: Learn computers skills that may
include, yet not limit, itself to: proper tactile use of an
alphanumeric keyboard; Create and print documents; Use M.S.
office software; learn how to use the internet to search for
information
Evaluation
· Communicate, contribute and respond to other course
colleagues on posted topics via the discussion groups and email.
Students will be assessed on a weekly basis on skills learned;
Teachers will use the L.M.S. embedded testing module to
produce tests, quizzes, true/false questions or matching (i.e.
click and drag type questions) and/or other types of
media/videos can be uploaded for additional assessments
entities.
Learning outcomes of Computer Concepts with Application
(CCA) courses may vary from state to state yet are teachers to
assess their students various thinking levels. We do this to make
sure students taking the CCA course are given fair and equitable
tests so teachers can know their students correct skills set.
Checking for understanding takes on two forms of assessment,
formative or summative. Teachers are given the liberty to use
whatever testing methodology (i.e. quizzes, short answers, or
exams) they feel would be suitable to their learners ability.
31. Story Board
IMAGE DESCRIPTION: Learning Outcome#1: Demonstrate,
utilise, navigate and Access course web sites L.M.S. (Learning
Managed System) to read, post and retrieve assignments.
Taxonomy Domain: Comprehension, Application,
Analysis
NARRATION: As students enter the computer lab, instructor
will direct students to follow written instructions and the board
to create their course accounts and log-in to the L.M.S. After
the students log-in, instructor will teach students how to
navigate and familiarize themselves with the features of the
online course site. As the students create their accounts,
teacher will walk about the classroom to check students’
progress.
TRANSITION: Fade to next screen
COMMENTS: The point of this first learning outcome is to give
the students enough time to just become familiar with features
of their course site. Many students may not be familiar with, or
have experienced, working with, online course content.
Instructor should make allowances for students to take their
time and become accustomed with the course features.
IMAGE DESCRIPTION:Learning Outcome#2:Develop an
awareness of skills that could lead to effectively use computers
outside of the classroom environment.
Taxonomy Domain: Cognition
32. NARRATION: Students are required to: Learn computers skills
that may include, yet not limit, itself to: proper tactile use of an
alphanumeric keyboard; Create and print documents; Use M.S.
office software; learn how to use the internet to search for
information
TRANSITION: Fade to next screen
MUSIC: none
COMMENTS: Teachers can direct students to look online for
various career industries that involve the use computers to
communicate thoughts, ideas, opinions, and create documents of
various formats (i.e. resume’s, business letters, and/or
brochures).
IMAGE DESCRIPTION: Learning Outcome#3: Students will be
assessed on a weekly basis on skills learned; Teachers will use
the L.M.S. embedded testing module to produce tests, quizzes,
true/false questions or matching (i.e. click and drag type
questions) and/or other types of media/videos can be uploaded
for additional assessments entities.
Taxonomy Domain: Evaluation
NARRATION: To evaluate what they have learned, students
will be assessed on a weekly basis on skills learned; Teachers
will use the L.M.S. embedded testing module to produce tests,
quizzes, true/false questions or matching (i.e. click and drag
type questions) and/or other types of media/videos can be
uploaded for additional assessments entities.
TRANSITION: Fade to end
COMMENTS:
References
33. Callens, M. V. (2014). Using Bloom's Taxonomy to Teach
Course Content and Improve Social
Media Literacy. Journal Of Interdisciplinary Studies In
Education, 3(1), 17-25.
Qayyum, M. A., & Smith, D. (2015). Learning from Student
Experiences for Online Assessment
Tasks. Information Research: An International Electronic
Journal, 20(2),
Hawkins, A., Graham, C. R., Sudweeks, R. R., & Barbour, M.
K. (2013). Academic performance, course completion rates, and
student perception of the quality and frequency of interaction in
a virtual high school. Distance Education, 34(1), 64–83.
Poe, Myra, & Stassen, Martha L.A. (n.d.). Teaching and
Learning Online Communication, Community, and Assessment.
University of Massachusetts. Retrieved from
http://www.umass.edu/oapa/oapa/publications/online_handbook
s/Teaching_and_Learning_Online_Handbook.pdf
Graphics References
· http://www.techlearning.com/portals/0/TL_02_16_Final-
149.jpg
· http://cdn.hrpayrollsystems.net/wp-
content/uploads/2015/01/content.jpg
· http://oceanicventure.com/ov2013/wp-
content/uploads/2014/12/MicrosoftOffice.jpg
· https://www.wbtsystems.com/wp-
content/uploads/2016/01/7FQSNWO04W-1024x683.jpg
34. Computer Concepts And Applications
Increasing Academic Efficiency
Through L.M.S. Technology
-P. Davis
Introduction
*
Rationale for creating this course.
Rationale for creating this course.
Provide student opportunities to engage and improve learning
results
Use embedded communication tools that our students are,
already, most familiar with to provide instant feedback to
individual or whole groups in single environment
Increase Student retention
As a computer concepts instructor, it necessary to expose
students to all aspects of the various ways instruction is
delivered beyond that of the normal classroom environment
(Callens, M. V., 2014). Every since the early days of the
35. microcomputer ,circa 1980’s, academia has taken interest on
how this technology could impact how teachers teach and
students learn. This “object of instruction” (Anderson, C. A.
1982) is nearly the primary tool for accessing a plethora of
information for curriculum dissemination, corporate training,
and means of providing supplemental support among many k12
and collegiate institutions across our globe. Learning
Management System are complete are embedded with
communication tools that students are already familiar with
such as chat, instant text, email and drobox's for assignment
submissions.
*
Learner PopulationStudent population consists of:Diverse,
cultural, community of incoming 9th grade, male and female,
freshmen [Note: this course is open for all grade levels, yet, is
primarily designed to teach, and/or build, on what middle
school students already know or need to know in learning how
to take responsibility in accessing course content through a
L.M.S.]
Our main population will consist of incoming freshmen from
our feeder schools and surrounding charter and public middle
schools. Many of the students surveyed have had some
exposure to using a computer lab and commonly used 21st
century software, that supplements or complements a course
activity applicable to their level of understanding.
*
Course ContentMicroType MultimediaAnimated, keyboarding
software package which provides sound, text prompts, and a
36. generated progress report for each studentMicrosoft Office
SuiteExcel, PowerPoint, Word, and Publisher
L.M.S.: http://cca.gnomio.comWith student created account,
course material will be managed,posted and accessed via a
learning management system hosted by moodle.com platform.
With technology present in nearly all aspect of communicating,
not only voice, but data, it would be to our best interest to
harness these tools to increase the efficiency of our students
academic progress. Students will be taught using Microsoft’s
21st century software to create, design, present, and print
documents, spreadsheets and posters using excel, PowerPoint,
word, and publisher.
*
Learning OutcomesStudent’s will Learn to:Demonstrate,utilise,
navigate and Access L.M.S. to read, post and retrieve
assignments.Develop an awareness of skills that could lead to
effectively use computers outside of the classroom
environment.Communicate, contribute and respond to other
course collegues on posted topics via the discussion boards and
email.
Through direct instruction students Utilize a blend of software
37. and individual monitoring to practice hands-on skills via
alphanumeric keyboarding exercises. Direct instruction is
*
What makes it particularly conducive to the e-learning
environment
*
Learning Management Systems
Some L.M.S’s are more robust than others in terms of features
they may offer.
*
References
Anderson, C. A. "Computer Literacy: Rationale, Definition and
Practices." Computer Literacy: Rationale, Definition and
Practices. (1982): 1-24.
Http://files.eric.ed.gov/fulltext/ED228983.pdf. Web. 11 Sept.
2016.
Callens, M. V. (2014). Using Bloom's Taxonomy to Teach
Course Content and Improve Social Media Literacy. Journal Of
Interdisciplinary Studies In Education, 3(1), 17-25.
38. Little-Wiles, J., & Naimi, L. L. (2011). Student Perceptions of
and Experiences in Using The Blackboard Learning
Management System. Global Education Journal, (4), 147-
155.
Jideani, V. A., & Jideani, I. A. (2012). Alignment of
Assessment Objectives with Instructional Objectives Using
Revised Bloom's Taxonomy-The Case for Food Science and
Technology Education. Journal Of Food Science Education,
11(3), 34-42. doi:10.1111/j.1541-4329.2012.00141.x
Mills, J. (2015). Learning Management Systems Must Evolve to
Curb Student Attrition. Journal Of Applied Learning
Technology, 5(4), 41-45.
Omar, A., Kalulu, D., & Alijani, G. S. (2011). MANAGEMENT
OF INNOVATIVE E-LEARNING ENVIRONMENTS. Academy
Of Educational Leadership Journal, 15(3), 37-64.
Graphics Referenceshttp://14434396.r.lightningbase-
cdn.com/wp-content/uploads/lms-revealed.jpghttps://s-media-
cache-
ak0.pinimg.com/736x/31/98/3b/31983b399dacebd271e0b914c67
80467.jpghttp://www.rvhs-denyer.com/web-
back/keyboarding/images/microtype-logon-4.jpg
1
DavisP-EL-7003-8
Intro to Instructional Design-Reflections
Course of difficulty: Advanced Scholarly Writing
· In what ways did you find the course too difficult or too easy?
When deciding to pursue an advanced degree, I accepted the
fact that there were going to be challenges with the journey.
39. Throughout this journey of educational research, I have
experienced many new ways to understanding the various
nuances of eLearning as it relationship to k12 to adult learning.
Each assignment took time and effort, to read, decipher and
revisions just to meet university standards. Furthermore, I
discover several skills and techniques during my journey to
better my research skills for the future. As a result of these,
and other, learnt skills, allows me to recall all these research
and writing skills that my professors provided should be able to
help me in my future endeavors in my current profession in
secondary education. And lastly, feedback was something that I
dreaded to read, yet I learned to use feedback as building blocks
to improve on my areas of academic weaknesses and use their
constructive criticisms that would assist in improving scholarly
reading and apply what I have learned that would make my
teaching skills flow much smoother during classroom
instruction.
There was, however, one particular course that presented a
challenge that was not really a particular strength of mine which
was writing, especially Advanced Scholarly Writing. Whether
it be composing a letter to a friend or composing term paper for
a class, writing is a continued uphill struggle that I have not
seemed to master. Yet the course in Advanced Scholarly
Writing has made me face my qualms once again. When I first
started my Advanced Scholarly writing course I had very little
experience on how to even begin writing on an advanced level.
I had to surmise about specific topic ideas, purpose
statements, methods of research and other nuances of gathering
information for either my topic of interest or selected topic per
each assignment. Although daunting, that course, Advanced
Scholarly Writing, really pushed me to challenge myself to
consider my intended viewers for each topic that I explored.
· Where the learning objectives clear?
I could not elaborate enough on how that the learning objectives
were written out quite clearly. However, being more of a visual
40. learner, I would spend countless hours querying the internet for
multimedia sites (i.e youtube, vimeo, teachertube, etc.) and
other, course related, supplemental sites that would help,
accompany the course material in addition to the one that were
already posted, help in interpreting the instructions, and make
the content more comprehensible. Since the inception of online
instruction and the world wide web (i.e. www) there has been an
increase in the interest of making course material for accessible
to a vast amount of people all over the globe (Shaffiei, Z. A. et
al.,2014). Since this interest of learning online instructional
designers must take into account the various ways online
participants actually learn. As Shaffiei, Z.A. et al. states (2014)
“learning styles are the way students prefer to process new
information including strategies that are consistently adopted to
learn”. Students are more apt to gain more understanding from
a particular content area when they have the flexibility to
choose the learning style that fits their mode of learning. I
would purport that if the Advanced Scholarly writing course
would had incorporporated more visual and media elements into
the course I probably would have gained a better understanding
of the objectives along with the courses assignment instructions.
· Did the course content increase your knowledge of the topics?
Despite my futile efforts to meet the high standards of the
course content, it has helped me get to know where my
cognitive strengths and weaknesses lay. It has taught me writing
and research skills that I can carry with me to my other courses.
Immediately after taking that course, I began using those skills
in doing qualitative research and know how to cite and
reference my sources. There were several tutorials that were
very helpful in my studies. In future courses, if I have
questions, the Web has a vast amount of resources I can tap
into.
In retrospect, Along with just balancing the courses workload, I
think a key component of my concerns were just the conscious
fear of not writing to the expectations of what my instructors
41. felt that I should be writing at. This was a fault of mine, of
course. Yet, my conscious fear of failure was a primary
concern of mine and became increasingly present as each week's
assignment presented greater expectations than I, thoughtfully,
was able to handle.
· Did the course provide engaging learning activities and
provide a way for students to collaborate?
My instructor was accessible yet, throughout my enrollment, I
was, periodically, referred to make appointments through
N.C.U’s academic success center to seek assistance with course
content. When I was pursuing my Masters of Education
training, at a previous online institution, we did more peer-to-
peer collaborations via a discussion boards, and emails.
· Do you think the evaluation tools accurately measured your
knowledge of the content?
I cannot say with certainty that writing weekly research
documents would be the way to evaluate understanding content
for Ed.D. level work. However, it would had been a good idea
to incorporate some assessment in which I was most familiar
with. For example, incorporating a few computer generated,
graduate level, true false, multiple choice, matching, and fill-in-
the-blanks type questions would have been a great change to the
normal pattern of writing a plethora of papers on a weekly
basis.
· Which parts of the Nine Events of Instruction were missing or
weak? Offer definitions for those missing parts.
References
Atagi, N., DeWolf, M., Stigler, J. W., & Johnson, S. P. (2016).
The role of visual representations in college students’
understanding of mathematical notation. Journal Of
Experimental Psychology: Applied, 22(3), 295-304.
doi:10.1037/xap0000090
Shaffiei, Z. A., Hamidi, S. R., Jauhari, N. T., & Osman, N.
42. (2014). Requirement Analysis of E-Content for Visual Learners.
International Journal Of Emerging Technologies In Learning,
9(1), 78-81. doi:10.3991/ijet.v9i1.3072