This document provides instructions for students to create a Wordle using vocabulary words from their Odysseyware lessons, submit the Wordle URL to their teacher via Blackboard, and have their Wordles judged and potentially posted. The 10 step process involves choosing words from a lesson, using the Wordle website to generate the Wordle graphic, customizing the font and colors, saving it publicly, copying the URL, and sending it to the teacher for review and possible sharing.
Les comparto esta presentación donde El Reino Unido va a poyar en la incursión de empresas Mexicanas en su País.
Apoyan con £12,000 libras por persona además de apoyarte con VISA y todas las facilidades para crecer tu proyecto.
Mayor información Favor de Contactarme
javier.m@csoftmty.org
A continuación les compartimos la presentación que se impartió el jueves 22 de mayo del 2014 en la UANL Facultad FACPYA.
EL POTENCIAL DE LA NUBE EN 5 PASOS
A los que desean hacerse acreedores de los $500 USD que Francisco Comentó, en la última slide viene la información
This document provides an introduction and overview for students taking a Computer and Business Skills course through Clay Virtual Academy (CVA). It introduces the principal, instructor Kathy Sheridan, and the role of the Virtual Learning Lab assistant. Expectations for students are outlined, including logging in procedures and required supplies. The course aims to prepare students for today's technology-focused workplace and college environments through developing skills in programs like word processing, spreadsheets, presentations, email and internet research.
1. The document provides instructions for students to watch assigned Brain Pop movies through their Odysseyware course, then take and submit the accompanying quizzes to their teachers.
2. To take the quiz, students click "Take the Quiz" after the movie ends, then select answers for 10 multiple choice questions before clicking "Email Your Results".
3. On the next screen, students enter their name, teacher's email, and school abbreviation before clicking "OK" to send the quiz results to the teacher via email.
The document outlines guidelines and rules for using the school district's telecommunications network and internet access, which is meant to expand learning opportunities but also may contain unsuitable material. Students are given privileges to use the internet for educational purposes only, and inappropriate use could result in losing privileges or disciplinary action due to issues like privacy violations, viruses, or vandalism. Proper conduct and adherence to the user guidelines are important to maintain a safe and effective network environment.
Mrs. Sheridan presented a PowerPoint training that covered creating an outline, using appropriate visual elements like clipart and SmartArt, targeting the audience with animations and slide transitions, being specific and concise in points, adding titles and comparisons in charts, reviewing important points in a summary, and leaving time for questions at the end. The purpose of the training was to provide guidance on effective PowerPoint presentation elements and structure.
This document provides instructions for students to access and set up audio for Mrs. Sheridan's virtual classroom using Blackboard Collaborate. It includes a link for students to use to log into the virtual classroom and directions for them to complete the audio wizard setup upon joining to test their microphone and speakers. Once setup is complete, students are asked to give a thumbs up to indicate their readiness to begin.
This document provides instructions for students to create a Wordle using vocabulary words from their Odysseyware lessons, submit the Wordle URL to their teacher via Blackboard, and have their Wordles judged and potentially posted. The 10 step process involves choosing words from a lesson, using the Wordle website to generate the Wordle graphic, customizing the font and colors, saving it publicly, copying the URL, and sending it to the teacher for review and possible sharing.
Les comparto esta presentación donde El Reino Unido va a poyar en la incursión de empresas Mexicanas en su País.
Apoyan con £12,000 libras por persona además de apoyarte con VISA y todas las facilidades para crecer tu proyecto.
Mayor información Favor de Contactarme
javier.m@csoftmty.org
A continuación les compartimos la presentación que se impartió el jueves 22 de mayo del 2014 en la UANL Facultad FACPYA.
EL POTENCIAL DE LA NUBE EN 5 PASOS
A los que desean hacerse acreedores de los $500 USD que Francisco Comentó, en la última slide viene la información
This document provides an introduction and overview for students taking a Computer and Business Skills course through Clay Virtual Academy (CVA). It introduces the principal, instructor Kathy Sheridan, and the role of the Virtual Learning Lab assistant. Expectations for students are outlined, including logging in procedures and required supplies. The course aims to prepare students for today's technology-focused workplace and college environments through developing skills in programs like word processing, spreadsheets, presentations, email and internet research.
1. The document provides instructions for students to watch assigned Brain Pop movies through their Odysseyware course, then take and submit the accompanying quizzes to their teachers.
2. To take the quiz, students click "Take the Quiz" after the movie ends, then select answers for 10 multiple choice questions before clicking "Email Your Results".
3. On the next screen, students enter their name, teacher's email, and school abbreviation before clicking "OK" to send the quiz results to the teacher via email.
The document outlines guidelines and rules for using the school district's telecommunications network and internet access, which is meant to expand learning opportunities but also may contain unsuitable material. Students are given privileges to use the internet for educational purposes only, and inappropriate use could result in losing privileges or disciplinary action due to issues like privacy violations, viruses, or vandalism. Proper conduct and adherence to the user guidelines are important to maintain a safe and effective network environment.
Mrs. Sheridan presented a PowerPoint training that covered creating an outline, using appropriate visual elements like clipart and SmartArt, targeting the audience with animations and slide transitions, being specific and concise in points, adding titles and comparisons in charts, reviewing important points in a summary, and leaving time for questions at the end. The purpose of the training was to provide guidance on effective PowerPoint presentation elements and structure.
This document provides instructions for students to access and set up audio for Mrs. Sheridan's virtual classroom using Blackboard Collaborate. It includes a link for students to use to log into the virtual classroom and directions for them to complete the audio wizard setup upon joining to test their microphone and speakers. Once setup is complete, students are asked to give a thumbs up to indicate their readiness to begin.
This syllabus outlines an Applied Computer Business Skills I course that will provide students opportunities to develop keyboarding, word processing, and other business skills needed for today's work environments. The course will be delivered virtually through OdysseyWare and focus on developing touch keyboarding proficiency and using applications like word processing as communication tools. Students will be evaluated based on completing online lessons by assigned due dates, with grades reflecting successful lesson completion. The goals of the course are to demonstrate knowledge of information systems, develop keyboarding and communication skills, and learn skills like emailing and slide presentation software.
Applied computer and business skills pacing chart sem 1 15 16Kathy Sheridan
This pacing chart outlines an 18-week course for the Applied Computer and Business Skills class. It lists the unit assignments and due dates, with 4 lesson units due each week. Holiday breaks are noted on weeks containing the 7th of September and 12th of October. The final week is designated as a catch-up week with no final exam for the course. Specific units are highlighted as being submitted in the online workspace without typing assessments.
This document outlines the pacing chart for segment 1 of a traditional web design course. It includes 16 weeks of assignments divided into tasks. Students will complete weekly tasks related to topics like CSS, layouts, branding, accessibility and more. They will take mini practice tests and module exams. The segment culminates in a final exam in week 16.
This document outlines the pacing chart for segment 1 of a foundations web design course, which takes place over 16 weeks. It includes the weekly assignments and tasks, such as introducing markup languages and doctypes in week 1, coding a first webpage in week 2, and adding images, tables, and style sheets throughout the later weeks. Students will learn skills in Dreamweaver and Photoshop, create their own website, and find website hosting options. The segment culminates in a final exam during week 16.
The document contains a list of search terms including airplane, buildings, food, girls, sports, tractor, and travel. It lists common objects, activities, and topics that one may search for online or in a database. The short list covers a variety of subjects from transportation to recreation.
This document provides an overview and introduction for students taking the Applied Computer and Business Skills 1 course through Clay Virtual Academy (CVA). It introduces the principal, teacher, and their roles. It outlines expectations for student behavior and use of equipment in the virtual learning lab. Requirements like supplies, time management, and logging into the course platform are also reviewed to set students up for success.
This document provides an overview of key features and functions in PowerPoint, including how to animate slides, use different tabs to set up and present a slideshow, and utilize on-screen drawing and highlighting tools. It also reviews options for printing slides in various layouts like full page, notes pages, outline, and handouts. The document concludes by asking if the reader has any additional questions.
Project simulation creating a presentationKathy Sheridan
The current organizational structure has a manager overseeing three regions with administrative support. A proposed new structure places a CEO overseeing three sales managers. Sales figures are provided for each quarter with the highest sales in the second quarter and lowest in the third quarter.
Workaround for disappearing short answer questionsKathy Sheridan
Clicking the "Next Question" box rather than the arrows will prevent short answer questions from disappearing in the CVA. Using the arrows to advance causes the short answers to not save properly. Students should click "Next Question" to move between questions to ensure their short answer responses are recorded.
This document provides instructions for an activity where students evaluate example emails. It includes directions for completing the activity both online and offline. For the online version, students access a website to view four example emails and rank them from best to worst. They then provide critiques of each email. For the offline version, students read and critically evaluate the four example emails using a provided worksheet. They also rank the emails from best to worst. Key areas of evaluation include grammar, style, tone and organization. An answer key is included that ranks the emails and provides sample critiques.
This document provides instructions for navigating between different sections of a website. It explains that clicking a "Computer Screen" button changes the interface to a "Teenspace" section for teens, as indicated by a "clapboard" icon appearing. When the start button is clicked within Teenspace, access is given to various programs displayed below.
This document provides information about accessing and using the Destiny Home and Catalog tabs in CVA's learning management system. It summarizes how students, teachers, and parents can access links and resources. It also explains that CVA does not have books cataloged in Destiny, and teachers must change the search criteria to find books in other SDCC schools. Finally, it outlines Renaissance Learning products available to CVA including Star Reading and Accelerated Reader tests and quizzes that must be taken at Clay County schools.
- Teachers are accountable for instructional materials issued to their classrooms and must conduct semi-annual book checks.
- The Destiny Textbook Manager system should be used to check out books to students at the start of year/semester, do mid-year book checks, and check books back in at the end.
- Issues with textbooks should be communicated from the classroom teacher to department chair to school administrator to district Instructional Materials department. Teachers should not contact publishers directly.
This document provides guidance on copyright and permission rules for submitting videos to the Jim Harbin Media Festival. It addresses several common questions and clarifies that:
1) Personal use of purchased music does not allow use in videos without permission;
2) Images downloaded from Google may require permission depending on their source; and
3) Videos must adhere strictly to category and length requirements, and fair use rules do not apply. Proper permissions are needed upfront for all copyrighted content.
This document introduces Clay Virtual Academy (CVA), an online school program. It describes CVA's mission to help students succeed through virtual learning. It introduces the principal, instructor, and lab assistant and explains their roles in supporting students. It outlines expectations for student behavior and computer use. Finally, it provides instructions for logging into CVA's online platform to begin the Computer and Business Skills course.
Cbs syllabus revised second semester 12-5-12Kathy Sheridan
This document provides a syllabus for a Computer & Business Skills course taught by Kathy Sheridan. The course will develop proficiency in keyboarding, databases, spreadsheets, presentations, and integrating these programs. Students will learn basic skills for successful business communication and workplace performance. The course will be delivered online through OdysseyWare and Blackboard, requiring a computer with Firefox browser. Students will complete individual lessons and assessments to earn grades and progress through the course goals of applying technology and communication skills to accomplish workplace objectives.
This syllabus outlines an Applied Computer Business Skills I course that will provide students opportunities to develop keyboarding, word processing, and other business skills needed for today's work environments. The course will be delivered virtually through OdysseyWare and focus on developing touch keyboarding proficiency and using applications like word processing as communication tools. Students will be evaluated based on completing online lessons by assigned due dates, with grades reflecting successful lesson completion. The goals of the course are to demonstrate knowledge of information systems, develop keyboarding and communication skills, and learn skills like emailing and slide presentation software.
Applied computer and business skills pacing chart sem 1 15 16Kathy Sheridan
This pacing chart outlines an 18-week course for the Applied Computer and Business Skills class. It lists the unit assignments and due dates, with 4 lesson units due each week. Holiday breaks are noted on weeks containing the 7th of September and 12th of October. The final week is designated as a catch-up week with no final exam for the course. Specific units are highlighted as being submitted in the online workspace without typing assessments.
This document outlines the pacing chart for segment 1 of a traditional web design course. It includes 16 weeks of assignments divided into tasks. Students will complete weekly tasks related to topics like CSS, layouts, branding, accessibility and more. They will take mini practice tests and module exams. The segment culminates in a final exam in week 16.
This document outlines the pacing chart for segment 1 of a foundations web design course, which takes place over 16 weeks. It includes the weekly assignments and tasks, such as introducing markup languages and doctypes in week 1, coding a first webpage in week 2, and adding images, tables, and style sheets throughout the later weeks. Students will learn skills in Dreamweaver and Photoshop, create their own website, and find website hosting options. The segment culminates in a final exam during week 16.
The document contains a list of search terms including airplane, buildings, food, girls, sports, tractor, and travel. It lists common objects, activities, and topics that one may search for online or in a database. The short list covers a variety of subjects from transportation to recreation.
This document provides an overview and introduction for students taking the Applied Computer and Business Skills 1 course through Clay Virtual Academy (CVA). It introduces the principal, teacher, and their roles. It outlines expectations for student behavior and use of equipment in the virtual learning lab. Requirements like supplies, time management, and logging into the course platform are also reviewed to set students up for success.
This document provides an overview of key features and functions in PowerPoint, including how to animate slides, use different tabs to set up and present a slideshow, and utilize on-screen drawing and highlighting tools. It also reviews options for printing slides in various layouts like full page, notes pages, outline, and handouts. The document concludes by asking if the reader has any additional questions.
Project simulation creating a presentationKathy Sheridan
The current organizational structure has a manager overseeing three regions with administrative support. A proposed new structure places a CEO overseeing three sales managers. Sales figures are provided for each quarter with the highest sales in the second quarter and lowest in the third quarter.
Workaround for disappearing short answer questionsKathy Sheridan
Clicking the "Next Question" box rather than the arrows will prevent short answer questions from disappearing in the CVA. Using the arrows to advance causes the short answers to not save properly. Students should click "Next Question" to move between questions to ensure their short answer responses are recorded.
This document provides instructions for an activity where students evaluate example emails. It includes directions for completing the activity both online and offline. For the online version, students access a website to view four example emails and rank them from best to worst. They then provide critiques of each email. For the offline version, students read and critically evaluate the four example emails using a provided worksheet. They also rank the emails from best to worst. Key areas of evaluation include grammar, style, tone and organization. An answer key is included that ranks the emails and provides sample critiques.
This document provides instructions for navigating between different sections of a website. It explains that clicking a "Computer Screen" button changes the interface to a "Teenspace" section for teens, as indicated by a "clapboard" icon appearing. When the start button is clicked within Teenspace, access is given to various programs displayed below.
This document provides information about accessing and using the Destiny Home and Catalog tabs in CVA's learning management system. It summarizes how students, teachers, and parents can access links and resources. It also explains that CVA does not have books cataloged in Destiny, and teachers must change the search criteria to find books in other SDCC schools. Finally, it outlines Renaissance Learning products available to CVA including Star Reading and Accelerated Reader tests and quizzes that must be taken at Clay County schools.
- Teachers are accountable for instructional materials issued to their classrooms and must conduct semi-annual book checks.
- The Destiny Textbook Manager system should be used to check out books to students at the start of year/semester, do mid-year book checks, and check books back in at the end.
- Issues with textbooks should be communicated from the classroom teacher to department chair to school administrator to district Instructional Materials department. Teachers should not contact publishers directly.
This document provides guidance on copyright and permission rules for submitting videos to the Jim Harbin Media Festival. It addresses several common questions and clarifies that:
1) Personal use of purchased music does not allow use in videos without permission;
2) Images downloaded from Google may require permission depending on their source; and
3) Videos must adhere strictly to category and length requirements, and fair use rules do not apply. Proper permissions are needed upfront for all copyrighted content.
This document introduces Clay Virtual Academy (CVA), an online school program. It describes CVA's mission to help students succeed through virtual learning. It introduces the principal, instructor, and lab assistant and explains their roles in supporting students. It outlines expectations for student behavior and computer use. Finally, it provides instructions for logging into CVA's online platform to begin the Computer and Business Skills course.
Cbs syllabus revised second semester 12-5-12Kathy Sheridan
This document provides a syllabus for a Computer & Business Skills course taught by Kathy Sheridan. The course will develop proficiency in keyboarding, databases, spreadsheets, presentations, and integrating these programs. Students will learn basic skills for successful business communication and workplace performance. The course will be delivered online through OdysseyWare and Blackboard, requiring a computer with Firefox browser. Students will complete individual lessons and assessments to earn grades and progress through the course goals of applying technology and communication skills to accomplish workplace objectives.
4. Take a Screen Shot
• Take a screen shot of either of the 2 examples
and paste in your answer box and submit.
• Please do not type letters from 1 screen and
think you’ve completed the Unit.