The document discusses the final course in an online MATLT program. It provides instructions for students to create a reflective media-rich presentation summarizing their learning experiences in the course and program. Students are asked to reflect on challenges with their final capstone project and suggest improvements. They should also reflect on their journey through the program and acknowledge people who supported them.
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Learner-Centred Course Design - a role for learner-centred models and frameworks. This is a presentation that Alan Masson delivered at the University of Greenwich, related to curriculum development and the Viewpoints project.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Discussion 2Professional Learning Communities One co.docxfelipaser7p
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
MODULE HANDBOOK BA M4X01434Academic skills.docxaudeleypearl
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.
MODULE HANDBOOK BA M4X01434Academic skills.docxroushhsiu
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing ...
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Discuss three (3) ways that large organizations are increasingly eng.docxrhetttrevannion
Discuss three (3) ways that large organizations are increasingly engaging in social entrepreneurship and the importance of stakeholder relationships in this effort.
Describe the concept of ‘Third Sector’ innovation and reflect on the motive of non-profit entrepreneurial organizations to service these social needs. Next explain how the concept of uneven global distribution of innovation influences this sector. Provide examples to support your rationale.
I am adding a web link for you to review, here are a few web links on Social Entrepreneurship
1. From Forbes.com here is a list of several young social entrepreneurs.
http://www.forbes.com/special-report/2012/30-under-30/30-under-30_social.html
2.
From Stanford University:
Social Entrepreneurship: the case for Definition.
http://ssir.org/articles/entry/social_entrepreneurship_the_case_for_definition
.
Discuss this week’s objectives with your team sharing related rese.docxrhetttrevannion
Discuss
this week’s objectives with your team sharing related research, connections and applications made by individual team members.
Prepare
a 350- to 1,050- word Reflection from the learning that took place in your team forum with:
·
An introduction
·
A body that uses the objectives as headings (2.1, 2.2, 2.3, & 2.4 spelled out). After commenting on or defining the objectives (no names) include a couple of individual team member’s specific connections and/or applications by name.
·
A conclusion that highlights a few specifics from the body of the Reflection.
·
A reference page that lists the e-text plus at least two other sources.
.
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Discussion 2Professional Learning Communities One co.docxfelipaser7p
Discussion 2
Professional Learning Communities
One component of the
21st Century Professional Development
framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development
framework with an emphasis on technology
.
Initial Post:
Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you:
Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other
21st-century skills
.
Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace or de-emphasize.
Discussion 3
Link Your ePortfolio
In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your
ePor.
MODULE HANDBOOK BA M4X01434Academic skills.docxaudeleypearl
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.
MODULE HANDBOOK BA M4X01434Academic skills.docxroushhsiu
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing ...
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
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According to the Tuckman and Jensen Model for group processes, the f.docx
1. According to the Tuckman and Jensen Model for group
processes, the final stage in a group’s activity involves
adjourning. In an online course, the last week of activity is a
time for reflection and ending the formal group interaction. The
same strategy can be applied to the end of a program of study.
Therefore, we would like to model adjourning by offering you
this space to reflect, debrief, and bring closure to our time
together in this course and the MATLT program.
To participate in the Reflection discussion, post a media-rich
farewell that reflects on your learning experiences in this course
and then the MATLT program as a whole. Next, reflect on any
design and development challenges you experienced during the
creation of your final project for this course and make at least
one constructive suggestion for how the final project experience
could be improved. Conclude with a reflection on your journey
from enrollment to this moment in the MATLT program. You
are encouraged to highlight friends, family, instructors or
fellow learners and even your Ashford University staff contacts,
such as an advisor or librarian, who has contributed to your
success!
Attach or link your creation to your response. The reflection
might be a brief video, such as with YouTube or VoiceThread, a
narrated PowerPoint using Snap!, or a Glogster, or any other
media-rich presentation addressing the questions. Remember to
cite any graphics, audio, video, and ideas you incorporate into
your creation that are not yours. I WOULD PREFER POWER
POINT AND THEN I WILL ADD NARRATION.
This Capstone course requires students to synthesize their skills
and knowledge acquired throughout the MATLT program. The
Capstone project must present a practical application that is
appropriate for a professional environment in the students’
chosen field of work, be appropriate for inclusion in a
professional portfolio, and incorporate a relevant problem or
issue that can be supported through formal research.
2. Furthermore, the project should demonstrate significant content
across the spectrum of MATLT courses and promote the
accomplishment of professional and personal goals. In addition,
students will create a professional brochure highlighting their
skills, strengths, and educational preparation.
Course Design
The EDU697 MATLT Capstone course design follows principles
of effective learning design and satisfies the description of the
course in the catalog according to the established Program
Learning Outcomes and Course Learning Outcomes at the time
of redesign (Submitted to developers September 10, 2012).
The Course Learning Outcomes (CLOs) are focused on the
application of instructional design principles and theory in the
redesign of prior coursework activities into an educationally
sound capstone project, use of previous MATLT content in that
project, and a general reference to reflection on design and
development challenges encountered. Therefore, weekly
learning activities were designed specifically to support these
CLOs. Additionally, each weekly activity works as a scaffold
toward mastery of one or more of the Program Learning
Outcomes (PLOs) to support the construction of the Final
Project.
A minimalist approach to the design was taken to afford deeper
levels of activity and greater mastery by learners in the specific
Weekly, Course, and Program Learning Outcomes. That is, the
minimum expected number of activities and high quality
resources were chosen to provide the largest return on
investment (ROI) for learners’ efforts while maintaining
Ashford University expectations for graduate course rigor and
weekly engagement. Further supporting the minimalist and
efficient design framework is that each Week 1-5 activities are
formative scaffolds toward the creation of the summative final
project, which is a centerpiece of the CLOs.
Broadly, based on the current catalog and website description
for EDU687, the final project of the EDU697 MATLT Capstone
3. is one where students demonstrate attainment of the eight
program learning outcomes with a special emphasis on the
application of an applied research topic related to an
educational setting, need or interest. The final project
experience is designed to explore a topic within the student's
area of interest which utilizes a technology solution. Ultimately,
the product of the final project experience demonstrates an
application of Program Learning Outcomes 1-8 and acts as a
mini-portfolio in varied mediums depending on the learners’
choice for production. Learner choice/customization is a theme
the program Chair (LM Johnson) desires as a mainstay of the
program and should be regarded in all MATLT course
(re)designs.
Additionally, being mindful of Ashford University’s
commitment to affordable education for all, the EDU697
MATLT Capstone course incorporates prior program course
materials, Ashford University library, and open content web
resources as required resources and trial or free versions of
software for the educational media production expectations.
Course Learning Outcomes
Upon successful completion of this course, students will be able
to:
Use instructional design principles and theory to redesign a
student or work project to create an educationally sound
Capstone project.
Use previous MATLT course content to add value to your
project.
Discuss the design and development challenges you
experienced.
Course Map
The course map illustrates the careful design of the course
through which each learning objective is supported by one or
more specific learning activities in order to create integrity and
4. pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
Use instructional design principles and theory to redesign a
student or work project to create an educationally sound
Capstone project.
1
2
3
3
4
4
5
5
6
6
Instructional Design Principles and Theory
Technology-Enhanced Strategies
Ethical Practices
Ethical Practices of Technology Usage
Assessment and Evaluation
Assessment and Evaluation Using Technology
Technology and Leadership
Supporting Learning and Leadership with Technology
Final Project Feedback
Final Project
Use previous MATLT course content to add value to your
project.
1
2
3
4
5
6
6
5. Instructional Design Principles and Theory
Supporting The Needs of All Learners
Ethical Practices of Technology Usage
Assessment and Evaluation Using Technology
Supporting Learning and Leadership with Technology
Final Project Feedback
Final Project
Discuss the design and development challenges you
experienced.
1
2
3
4
5
6
6
6
Instructional Design Principles and Theory
Supporting The Needs of All Learners
Ethical Practices of Technology Usage
Assessment and Evaluation Using Technology
Supporting Learning and Leadership with Technology
Reflection
Final Project Feedback
Final Project
Graduate Institutional Outcomes
Ashford Grad ILOs
Ashford University Masters Program Graduates:
Synthesize core proficiencies in the major area of study in a
manner appropriate to the degree level to important issues
within the field.
Utilize the relevant skills so that knowledge acquired can be
utilized in a manner appropriate to the degree level in the major
field and/or career.
Provide scholarly support for conclusions related to issues
6. associated with the field and/or career using discipline-
appropriate reasoning.
Integrate skills from core competencies in order to respond to
civic, societal, environmental, and economic challenges.
Apply the principles of critical thinking to contemporary issues.
Exhibit clear, sustained, and coherent arguments and narratives
Utilize information literacy skills appropriate to the graduate
degree level, by contributing to, expanding, evaluating or
refining the information base within the field of study.
Construct and defend solutions to problems through qualitative
or quantitative analysis and/or computational skills and
practices.
Synthesize theories and approaches to the discipline in solving
complex problems.
Develop problem solving framework and construct solutions to
complex unstructured issues and problems through reasoned
analysis, including consideration of diverse views.
Apply knowledge of commonalities and differences across
varying cultural, economic, and geographic populations as part
of global citizenship.
Construct ethical responses to
Evaluate key ethical issues and apply theory-based knowledge
to the concerns of society.
Demonstrate service to the community in responding to local,
national, and global challenges.
Evaluate the application of ethical standards in research and
practice.
Demonstrate lifelong learning skills and self-reflective capacity
by engaging in continuous professional and scholarly
development.
Apply discipline-specific content and skills to produce works
appropriate to the field.
Evaluate contemporary research within the field.
Apply collaborative skills in teams to solve problems.
Demonstrate professional dispositions and behaviors
appropriate to the discipline.
