Class 11 evaluating web design lecture notes
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This document outlines the marketing strategies module of an Early Childhood Education course. It includes the topics, assignments, and due dates for the module. Students are asked to evaluate the navigation, visual design, and content of an Early Childhood Education website based on principles of web design. They are also instructed to create a screencast demonstrating the use of screen capture software and to submit it along with their final blog entry for the course e-portfolios.
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Hope You will enjoy it.
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EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx
EDU 522 – Student Notes
COURSE DESCRIPTION
This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved from
https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html
Websites
Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html
COURSE LEARNING OUTCOMES
1. Explain the factors that contribute to the evolution of e-Learning.
1. Analyze different needs of e-Learning in educational and non-educational settings.
1. Analyze various learning communities.
1. Describe different learning environments and modes of e-Learning.
1. Apply educational theory to an e-Learning environment.
1. Analyze design and instructional concepts of e-Learning.
1. Describe the unique needs and challenges of virtual learners.
1. Design an online learning experience.
1. Plan the resources required to support an online learning experience.
1. Explain the ethical c ...
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Assignment n 3
This document outlines an assignment for an English teaching course to design a 3-lesson internet-based project. Students must 1) choose a topic and level to design the project for, 2) create a 3-lesson plan using the "Warmer, Web, What Next" model and include screenshots, 3) incorporate a Webquest into the project plan, 4) cite website references in APA style, 5) peer review a partner's work, 6) present the project plan in class, and 7) write a self assessment. The project aims to design internet-based lesson plans and apply skills in peer assessment, citation style, and self-reflection.
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Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Project Report on Computer (Basics, MS Word, MS Powerpoint, Email)
Computers are really great, in every field, every walk of life we are depended on them, Even we think that we know about them (Computers) a lot but when there is the thing that we have to write a report on computers we all started finding it on the Air (Internet).
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So, making it clear and easily understandable to students and even other people who want to prepare a report, I wrote this Simple Knowledge Giving Report on Computers it Includes About Computers, Its Components, MS Word, MS PowerPoint & Email.
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EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx
EDU 522 – Student Notes
COURSE DESCRIPTION
This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved from
https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html
Websites
Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html
COURSE LEARNING OUTCOMES
1. Explain the factors that contribute to the evolution of e-Learning.
1. Analyze different needs of e-Learning in educational and non-educational settings.
1. Analyze various learning communities.
1. Describe different learning environments and modes of e-Learning.
1. Apply educational theory to an e-Learning environment.
1. Analyze design and instructional concepts of e-Learning.
1. Describe the unique needs and challenges of virtual learners.
1. Design an online learning experience.
1. Plan the resources required to support an online learning experience.
1. Explain the ethical c ...
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This document outlines the requirements for a 15-18 page term paper on crowdsourcing in interface design. Students must: 1) Examine the growth of crowdsourcing in interface design; 2) Describe its impact; 3) Analyze benefits and challenges; 4) Propose a solution to generate interest; 5) Suggest a solution to evaluate submissions; 6) Describe effects on budget/timeline; 7) Assess legal/ethical issues and solutions; and 8) Cite at least 5 quality resources. The paper must follow APA formatting and cover issues like design processes, legal/societal impacts, design issues, and interface models.
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This document outlines the requirements for a 15-18 page term paper on crowdsourcing in interface design. Students must: 1) Examine the growth of crowdsourcing in interface design; 2) Describe its impact; 3) Analyze benefits and challenges; 4) Propose a solution to generate interest from online communities; 5) Suggest a solution to evaluate skills of unknown users; 6) Describe effects on budget and timeline; 7) Assess legal, societal and ethical issues and methods to address concerns; and 8) Cite at least 5 quality resources. The paper must follow APA formatting and cover page standards.
Cis 524 week 10 term paper
This document outlines the requirements for a 15-18 page term paper on crowdsourcing in interface design. Students must: 1) Examine the growth of crowdsourcing in interface design; 2) Describe its impact; 3) Analyze benefits and challenges; 4) Propose a solution to generate interest from online communities; 5) Suggest a solution to evaluate skills of unknown users; 6) Describe effects on budget and timeline; 7) Assess legal, societal and ethical issues and methods to address concerns; and 8) Cite at least 5 quality resources. The paper must follow APA formatting and cover page standards.
Strayer cis 524 week 10 term paper crowdsourcing new
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CIS 524 Week 4 Case Study 2 Design Process
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This document provides an overview of the topics and assignments for a child development class over 15 weeks. It includes a review of developmental theories and approaches, biological beginnings and prenatal development, infancy, toddlerhood, and early childhood. Students will write a research proposal, give application presentations, and take multiple tests throughout the course. Theories are important to understand influences on development, generate new ideas, and optimize child development.
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The document discusses setting up digital identities and online presences for teachers. It provides instructions for students to create a Google Form to collect disposable emails, locate examples of teacher websites and communities, and begin constructing their own online presence using a platform like WordPress. The goal is for students to curate their digital identities and develop professional online portfolios.
Class 1 fall 2012
This document provides an overview of a course on leadership in a technological world. It outlines the topics to be covered each week over 14 weeks, including introductions, the impact of technology on society and learning, integrating technology in early childhood education, software evaluation, technology management, ethics, and emerging technologies. Assignments include tests, presentations, and an e-portfolio. The document discusses the learning outcomes, pedagogical approach of project-based learning, hybrid course structure, assessment breakdown, resources, a technology aptitude test for students, and preparatory tasks for the following week.
UOIT Learning with ICT Class #1
The document provides an overview of the first class of the EDUC3511: Learning with ICT course. It introduces the instructor and outlines the course structure, which uses an active learning and project-based approach. It also lists "to-dos" for students, including creating a course email account and requesting access to the course wiki. Links are provided for the digital backchannel, polls, surveys on tech aptitude and speed to be completed. Classroom etiquette and expectations are discussed.
Class 12 digital ethics and netiquette
This document provides an overview of the topics and assignments for a Netiquette and Cyber Ethics module occurring from November 28th to December 16th. It includes a schedule of topics being covered each week, including etiquette and cyber ethics, a final test, and e-portfolios due. It also presents some discussion questions on the impact of technology on communication, definitions of ethics vs morality, issues for educators regarding digital ethics, and the debate around banning cell phones and social media in classrooms.
Class #8 inquiry based learning and ict lecture notes
This document provides information and instructions for students taking a course on applying inquiry based learning to early childhood education and information and communication technology (ICT). It outlines the topics and assignments for each week of the course. The key assignments are a software evaluation presentation and report where students will evaluate educational software and how it can support the goals of inquiry based learning. The document provides guidance on what makes a good presentation and strategies for working as a group to prepare and deliver the presentation.
Class 6 integrating ict into ece
This document outlines the schedule and assignments for a course on integrating information and communication technology (ICT) into early childhood education (ECE). It includes topics like evaluating educational software, planning ICT use, and emerging technologies. Assignments involve evaluating and demonstrating educational software, creating an e-portfolio, and tests on cyber ethics and ICT. Discussion questions address using ICT in ECE, connecting learning through social media, and selecting developmentally appropriate software.
CCAA IRIS - Water and-sanitation-project
This document summarizes an environmental water and sanitation project in the Maxaquene A neighborhood of Maputo, Mozambique. The neighborhood faces issues with access to potable water and sanitation. Black waters from rain often flood the low-lying area, potentially spreading illness. The water distribution system has many leak points where water is lost. The project aims to analyze the water supply system, assess access to potable water, identify leak points and their causes, and evaluate measures to minimize black waters. Through surveys, interviews and observation, the project will work to increase community awareness of water issues and promote more sustainable water use and management. The expected results include greater community involvement in problem-solving and the adoption of new policies to
Class 5 using wiki's to support knowledge communities
The document outlines the topics and assignments for a course on ICT and learning over 14 weeks. It includes topics like social software, knowledge communities, software evaluation, ICT management, ethics, and emerging technologies. Assignments include portfolio entries, tests, and presentations evaluating educational software. The document also provides discussion questions on concepts like connectivism, learning networks, and the role of wikis in supporting knowledge building communities.
Class 4 lecture notes learning networks and connective knowledge
This document outlines the schedule and topics for an education technology course over 14 weeks. It includes discussions on blogs and RSS feeds, the TPACK framework, connectivism learning theory, and learning networks. Students are assigned to create three entries for their e-portfolio on WordPress, including reflecting on a blog subscription, reviewing a website, and demoing a software evaluation.
Class 3 tpack and connectivism
This document outlines the schedule and assignments for an educational technology course over 14 weeks. It includes topics like the TPACK model for integrating technology, pedagogy and content knowledge; connectivism and learning networks; using blogs and WordPress; and creating an e-portfolio using an online blog or WordPress. Students will complete tests, presentations and an e-portfolio assignment. They will also set up a WordPress account to use for their first portfolio entry on learning networks and connective knowledge.
Week 1 fall 2011
This document provides an overview of the topics and schedule for an early childhood education course on leadership in a technological world. The course covers evaluating technology tools for teaching and learning, recommending tools for early childhood environments, exploring new models for technology use and acquisition, and debating the impact of technology on managing early learning programs. Students will present on software evaluations, complete an e-portfolio, and take three tests on the topics covered. The course uses an online platform called Slate and a course wiki to share information.
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CHILD DEV: Class 2 intro to developmental theories
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