This document provides an orientation for a classroom in a Digital Media Design program. It introduces the instructors - Omar Bravo, Lily Yang, Shila Leech, Cathleen Herbert, and Sheila Gardner. It discusses attendance management using the Northstar system, the course-based program structure, textbooks, headphones, flash drives, classroom computers/software, printing, scanning, magazines, student/job information boards, and important announcements. The purpose is to familiarize new students with the classroom resources and policies before beginning their course.
This document provides an orientation for a classroom in a Digital Media Design program. It introduces the instructors - Omar Bravo, Lily Yang, Cathleen Herbert, and Sheila Gardner. It discusses the course-based program structure, classroom setup with Macs and PCs, textbooks, headphones, flash drives, printer, scanner, job board, and safety procedures. The purpose is to familiarize new students with the classroom environment and expectations before beginning their first course.
Digital Media Design Classroom Orientation 2018Lily Yang
The document provides information about the Digital Media Design classroom orientation at Davis Technical College. It introduces the instructors - Omar Bravo, Lily Yang, Cathleen Herbert, and Sheila Gardner - and discusses their backgrounds and teaching philosophies. It outlines classroom policies around attendance tracking through the Northstar system, the course-based program structure, accessing course materials on Canvas, using classroom textbooks and headphones, bringing flash drives for backup, and the classroom computer setup with Macs and PCs.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and discusses their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies around attendance, printing, and computer usage. The document describes the classroom setup including the types of computers, software, and other resources available to students.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and describes their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies on attendance, printing, and computer usage. The classroom setup is also described, including the types of computers, software, and other resources available to students.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and describes their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies on attendance, printing, and computer usage. The classroom setup is also described, including the types of computers, software, and other resources available to students.
This document provides frequently asked questions (FAQs) for online students. It addresses questions about the online learning environment, expectations for online students, communication tools used, and getting started. Successful online students are self-motivated, organized, manage their time well, and are familiar with computers. While work can be completed flexibly, deadlines must be met. Students interact through discussion boards, chat, and email. Academic honesty is required, as work must not be plagiarized or previously submitted. Real-time sessions may be scheduled occasionally.
Copy of faq onlinestudents modified for w40 sp 2012.pptxjleatherwoman
This document provides answers to frequently asked questions about taking online classes. It discusses that online students need to be self-motivated, organized, and have good time management skills. It provides tips on online etiquette and contacting the instructor. Students are expected to spend the same amount of time on an online class as a face-to-face class. While students do not need to log on at specific times, assignments have deadlines. Taking an online class is not necessarily easier, as motivation and staying on top of the workload is important to succeed.
This document provides an orientation for a classroom in a Digital Media Design program. It introduces the instructors - Omar Bravo, Lily Yang, Cathleen Herbert, and Sheila Gardner. It discusses the course-based program structure, classroom setup with Macs and PCs, textbooks, headphones, flash drives, printer, scanner, job board, and safety procedures. The purpose is to familiarize new students with the classroom environment and expectations before beginning their first course.
Digital Media Design Classroom Orientation 2018Lily Yang
The document provides information about the Digital Media Design classroom orientation at Davis Technical College. It introduces the instructors - Omar Bravo, Lily Yang, Cathleen Herbert, and Sheila Gardner - and discusses their backgrounds and teaching philosophies. It outlines classroom policies around attendance tracking through the Northstar system, the course-based program structure, accessing course materials on Canvas, using classroom textbooks and headphones, bringing flash drives for backup, and the classroom computer setup with Macs and PCs.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and discusses their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies around attendance, printing, and computer usage. The document describes the classroom setup including the types of computers, software, and other resources available to students.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and describes their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies on attendance, printing, and computer usage. The classroom setup is also described, including the types of computers, software, and other resources available to students.
This document provides information about the HJB 102-104 classroom for Digital Media Design students at DATC. It introduces the instructors, Omar Bravo, Lily Yang, Cathleen Herbert, Sheila Gardner and describes their backgrounds and teaching philosophies. It outlines the course-based program structure, classroom policies on attendance, printing, and computer usage. The classroom setup is also described, including the types of computers, software, and other resources available to students.
This document provides frequently asked questions (FAQs) for online students. It addresses questions about the online learning environment, expectations for online students, communication tools used, and getting started. Successful online students are self-motivated, organized, manage their time well, and are familiar with computers. While work can be completed flexibly, deadlines must be met. Students interact through discussion boards, chat, and email. Academic honesty is required, as work must not be plagiarized or previously submitted. Real-time sessions may be scheduled occasionally.
Copy of faq onlinestudents modified for w40 sp 2012.pptxjleatherwoman
This document provides answers to frequently asked questions about taking online classes. It discusses that online students need to be self-motivated, organized, and have good time management skills. It provides tips on online etiquette and contacting the instructor. Students are expected to spend the same amount of time on an online class as a face-to-face class. While students do not need to log on at specific times, assignments have deadlines. Taking an online class is not necessarily easier, as motivation and staying on top of the workload is important to succeed.
English 120 online orientation new fall 2012 dunkleidunkle
This document provides an orientation for a student taking an online English course. It outlines what the student should be able to do upon completing the orientation, including understanding course expectations, the Blackboard platform, communicating online, and submitting assignments. It discusses logging into Blackboard, the differences between Blackboard and WebAdvisor, time commitments, and reviewing the class syllabus. The orientation aims to prepare students for online learning and ensure they are comfortable with the online format.
This 3 sentence summary provides the essential information about the document:
This document outlines the course details for BA 131/CS 120, an introductory computer course offered at Treasure Valley Community College during winter 2012. The course will provide an overview of basic computer hardware, software, operating systems, email, internet and networks. Students will complete hands-on assignments, exams, and an e-portfolio to demonstrate their competency in Microsoft Word, Excel, PowerPoint and other technology topics. The instructor, Carol Billing, expects students to attend regularly, complete all assignments by the deadlines, and treat everyone in the class with courtesy and respect.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides information about a web design course offered in the fall of 2012 at Columbia College Chicago. The 3-credit course covers topics like hypertext, graphic styles, file formats, and user interfaces. Students will design and build HTML documents and graphics and write a thesis. The course requires prerequisites in introduction to graphic design and visual communications. Objectives include learning HTML, CSS, designing for the web. The course will include exercises, projects, and quizzes. Students will maintain a blog and complete an online ad campaign and personal portfolio project.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
The document provides an overview of the first class of the W200 course. It introduces the instructor, Mrs. Lee, the course coordinator, and expectations for the course. It outlines setting up required online accounts, discussing how technology has shifted education, and exploring new technology-focused high school models like New Tech High schools in Indiana. Students are expected to actively participate in all class activities and assignments.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, recording narration using Audacity, creating images, and setting professional development goals. It discusses standards for teachers (NETS-T), components of teacher websites, and an in-class activity on creating a newsletter page for a teacher website.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the 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 PowerPoint orientation is designed to help new online students at Jefferson College. It covers topics like how to log into Blackboard, navigate an online course, submit assignments, use communication tools, access student services and academic resources. The presentation encourages students to complete a readiness assessment before starting, and provides contact information for technical support. It also emphasizes the importance of academic integrity and understanding financial aid implications. In total, the orientation aims to equip students with the knowledge needed to succeed in online learning.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students. The instructor, Kathy Favazza, introduces herself and her background. She then outlines the agenda which includes introducing herself further, reviewing the syllabus and course objectives, presenting on the importance of technology through Prezi, introducing the class Ning site, having students log in and introduce themselves, and reviewing Gordon login and email. The document provides details on class protocols and expectations for participation, assignments including blog posts and projects, textbooks, and introduces some tools that will be used like Twitter, Diigo and Google accounts.
This document outlines the agenda for the first session of an education technology integration course. The agenda includes introductions, a poll, a presentation on why technology is important, a review of the syllabus and course overview, instructions for logging into the school system and email, a technology skills assessment, an overview of the online class platform, and introductions to Twitter and Diigo for educational purposes. The goal is to get students logged into relevant online systems and introduce them to the key concepts and tools that will be used throughout the course.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
This document provides information about the CIS107 Introduction to Computers course. The instructor is Janet Fisher who can be contacted by email. The class will meet on Tuesdays and Thursdays in room 192 from August to December. Students must purchase the required textbook and software, and bring a USB drive and headphones to class. The course will cover introductory computer and Office 2010 topics through chapter readings, exercises, assignments, exams and capstone projects completed in the SAM software. Attendance is expected but not mandatory if work is submitted early. Late assignments will be penalized, and missed projects must be made up. Grades are calculated based on chapter work, projects, and exams.
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
Dallin Stevens is seeking an engineering position and offers skills in programming, leadership, and technical problem-solving. He is currently studying Computer Engineering and has experience creating virtual test sites using C# and Java. As president of a Scout organization, he developed a marketing program to improve recruitment when funding was threatened. He also has work experience in customer service roles and as an intern for an AI research group.
Applying Education and Skills to Real Employment OpportunitiesNAFCareerAcads
Work-based learning activities connect a student’s acquired knowledge and skills with future employment. This workshop shares work-based learning activities in an academy housed in a large, comprehensive high school. Participants will view a district passport, which tracks student work-based learning journeys from ninth
grade to graduation.
Presenters: Emmanuel Fleurantin, Reginald Lee, Katrina Minus, and Ernest Roberts, Miami-Norland AOHT
English 120 online orientation new fall 2012 dunkleidunkle
This document provides an orientation for a student taking an online English course. It outlines what the student should be able to do upon completing the orientation, including understanding course expectations, the Blackboard platform, communicating online, and submitting assignments. It discusses logging into Blackboard, the differences between Blackboard and WebAdvisor, time commitments, and reviewing the class syllabus. The orientation aims to prepare students for online learning and ensure they are comfortable with the online format.
This 3 sentence summary provides the essential information about the document:
This document outlines the course details for BA 131/CS 120, an introductory computer course offered at Treasure Valley Community College during winter 2012. The course will provide an overview of basic computer hardware, software, operating systems, email, internet and networks. Students will complete hands-on assignments, exams, and an e-portfolio to demonstrate their competency in Microsoft Word, Excel, PowerPoint and other technology topics. The instructor, Carol Billing, expects students to attend regularly, complete all assignments by the deadlines, and treat everyone in the class with courtesy and respect.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides information about a web design course offered in the fall of 2012 at Columbia College Chicago. The 3-credit course covers topics like hypertext, graphic styles, file formats, and user interfaces. Students will design and build HTML documents and graphics and write a thesis. The course requires prerequisites in introduction to graphic design and visual communications. Objectives include learning HTML, CSS, designing for the web. The course will include exercises, projects, and quizzes. Students will maintain a blog and complete an online ad campaign and personal portfolio project.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
The document provides an overview of the first class of the W200 course. It introduces the instructor, Mrs. Lee, the course coordinator, and expectations for the course. It outlines setting up required online accounts, discussing how technology has shifted education, and exploring new technology-focused high school models like New Tech High schools in Indiana. Students are expected to actively participate in all class activities and assignments.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, recording narration using Audacity, creating images, and setting professional development goals. It discusses standards for teachers (NETS-T), components of teacher websites, and an in-class activity on creating a newsletter page for a teacher website.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the 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 PowerPoint orientation is designed to help new online students at Jefferson College. It covers topics like how to log into Blackboard, navigate an online course, submit assignments, use communication tools, access student services and academic resources. The presentation encourages students to complete a readiness assessment before starting, and provides contact information for technical support. It also emphasizes the importance of academic integrity and understanding financial aid implications. In total, the orientation aims to equip students with the knowledge needed to succeed in online learning.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students. The instructor, Kathy Favazza, introduces herself and her background. She then outlines the agenda which includes introducing herself further, reviewing the syllabus and course objectives, presenting on the importance of technology through Prezi, introducing the class Ning site, having students log in and introduce themselves, and reviewing Gordon login and email. The document provides details on class protocols and expectations for participation, assignments including blog posts and projects, textbooks, and introduces some tools that will be used like Twitter, Diigo and Google accounts.
This document outlines the agenda for the first session of an education technology integration course. The agenda includes introductions, a poll, a presentation on why technology is important, a review of the syllabus and course overview, instructions for logging into the school system and email, a technology skills assessment, an overview of the online class platform, and introductions to Twitter and Diigo for educational purposes. The goal is to get students logged into relevant online systems and introduce them to the key concepts and tools that will be used throughout the course.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
This document provides information about the CIS107 Introduction to Computers course. The instructor is Janet Fisher who can be contacted by email. The class will meet on Tuesdays and Thursdays in room 192 from August to December. Students must purchase the required textbook and software, and bring a USB drive and headphones to class. The course will cover introductory computer and Office 2010 topics through chapter readings, exercises, assignments, exams and capstone projects completed in the SAM software. Attendance is expected but not mandatory if work is submitted early. Late assignments will be penalized, and missed projects must be made up. Grades are calculated based on chapter work, projects, and exams.
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
The document provides frequently asked questions and answers for students taking online courses, highlighting that successful online students are self-motivated, organized, and have good time management skills. It addresses questions about course structure, communication, workload, and academic honesty. Students are advised to obtain course objectives, expectations, assignment details and grading policies from their instructor.
Dallin Stevens is seeking an engineering position and offers skills in programming, leadership, and technical problem-solving. He is currently studying Computer Engineering and has experience creating virtual test sites using C# and Java. As president of a Scout organization, he developed a marketing program to improve recruitment when funding was threatened. He also has work experience in customer service roles and as an intern for an AI research group.
Applying Education and Skills to Real Employment OpportunitiesNAFCareerAcads
Work-based learning activities connect a student’s acquired knowledge and skills with future employment. This workshop shares work-based learning activities in an academy housed in a large, comprehensive high school. Participants will view a district passport, which tracks student work-based learning journeys from ninth
grade to graduation.
Presenters: Emmanuel Fleurantin, Reginald Lee, Katrina Minus, and Ernest Roberts, Miami-Norland AOHT
This document is a resume for Bethany Brown. It summarizes her background and experience in instructional design and eLearning over the past 15 years. She has extensive experience designing online courses and programs for higher education institutions using various learning management systems. Her skills include instructional design, multimedia production, and ensuring compliance standards for online education.
The document provides information about Avid, a college preparatory elective class. Avid addresses gaps in student performance through developing skills to deal with academic and cultural challenges. The teaching methodology includes collaborative learning groups, inquiry methods, and using writing as a tool for learning. Collaborative groups in Avid differ from traditional groups in that they focus on positive interdependence, individual accountability, and shared responsibility. The purpose is to teach students the value of collaboration and team roles.
The document then provides details about two sample career exploration lesson plans that could be taught to middle school AVID students. The first lesson focuses on identifying skills and their relevance to careers. The second lesson teaches students how to research different careers. Both lessons
Avid is an elective class that prepares students for college by developing skills to deal with academic challenges. It uses collaborative learning groups and writing to promote learning. Students work in heterogeneous groups and share leadership and responsibility. Technology tools like Office, email, blogs, and Skype are used. Career exploration lessons teach students to research career requirements and education needed for fields of interest. Students blog about skills and careers and share blog links on Twitter.
This document is a project report for a career counseling website. It includes an introduction describing the need for online career counseling to help students. The objectives are to provide online career counseling and guidance on career options. It describes using HTML and technologies like Notepad to develop the website. It outlines the structure and tags used in HTML. It discusses the need for the website to help students choose the right career path and course. It covers the scope of career counseling and concludes that the website will help solve students' problems in choosing their career.
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.
This document is a resume for Santhi Kanuganti. It summarizes her contact information, career objective, professional experience, education history, technical skills, projects, extracurricular activities, and personal details. She has over 8 months of IT industry experience in areas like design, development, deployment and maintenance of Java applications. She is looking for a professional work environment where she can apply her knowledge and skills as a recent graduate.
The applicant is applying for a Graphics Communication course. They are interested in this course because it relates to their current media studies diploma and will help improve their digital and hand-drawn design skills. Their previous coursework in media has provided experience with relevant design software that will help complete tasks on the new course. The applicant also cites personal experiences with woodworking, childcare responsibilities, and designing a school logo that demonstrate skills like taking control of situations, team motivation, and design work that could apply to course assignments. They believe they would be a good fit for the course because they are hardworking, motivated to stay on track, and their current coursework provides an advantage over other applicants.
This document introduces Madrocks Networkers' coding club program in Kenya. The program aims to introduce computer science and programming education to schools through weekly coding clubs. Students will learn coding fundamentals and different programming languages like Python, Java, and JavaScript. The club is run by passionate developers and educators and provides benefits like helping students develop problem-solving, teamwork and research skills. The document outlines the club's course structure across different school levels and topics covered. It also discusses challenges of running the clubs and how they can be addressed.
1. The document outlines an online meeting for the MAD about Mattering Project, which aims to have students develop apps that matter to the world by addressing problems related to their heartbreaks.
2. It provides details on project timelines, activities planned for February including heartbreak mapping, and introducing the student teams to lead learners Alefiya Bhatia, Angela Maiers, and Vicki Davis.
3. The project seeks to facilitate social entrepreneurial teams using computer science and collaboration to tackle important issues through app development, while documenting the model for other teachers.
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This document contains a student's progression proforma, including their GCSE grades, courses being considered for university, and a personal statement. The student studied various GCSE subjects with grades ranging from 3-6. They are considering courses in creative media technology, with a preference for game design, animation, or editing careers. In their personal statement, the student discusses enjoying adventure game design and animation projects the most, and aims to specialize in those areas along with marketing in their second year of study.
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As technology has evolved, the way keyboarding is taught has changed. Originally it was taught using typewriters and textbooks. Later, software programs like MicroType were used when personal computers replaced typewriters. Now, online programs like EduTyping.com are becoming more popular as they allow students to access instruction from any internet-connected device, not just school computers. This reverses the trend of software installed on individual machines and allows for more flexible, student-paced learning.
Lefitlhile Ramosesane is applying for the position of ICT Administrator at Northern Textiles Mills. He has 4 years of experience in IT support including troubleshooting, website development, software installation, and help desk support. He believes his experience and skills would be an asset to the company. Lefitlhile is skilled in technical problem solving and explaining technical issues to non-technical users. He is dedicated to keeping up to date with developments in the IT field.
Kyle Kane is seeking a new career in web design and development due to an injury that forced his early retirement from his previous career in drywall finishing. He has returned to college to obtain a degree in Web Design & Interactive Media from The Art Institute of The Inland Empire. Kyle has a passion for computers and teaches himself new skills regularly. He is looking for an internship or position that can accommodate his school schedule so that he can gain experience in the field.
Online Net Style and Multimedia Schoolsgeese2random
Online programs allow students to study subjects like web design, animation, and multimedia from home. Associate's degrees typically take two years, while bachelor's degrees take four years and include courses in coding, design, marketing, and more. With an accredited degree or certificate in web design or multimedia, students can pursue careers like web developer or content manager without leaving home.
Fetc 2015 Microsoft and Adobe industry certification magicMike Ploor
Presentation for FETC workshop where participants train for MOS certification in a two hour window. More information provided to extend to classroom and allow for college credit for these certifications.
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Digital media design classroom 2018
1. W E C H A N G E L I V E S
Classroom Orientation
January, 2018
D I G I T A L M E D I A D E S I G N
2. WELCOME
The purpose of this slide show is to provide some information of
your classroom before you start to take your first course.
3. ABOUTYOURINSTRUCTORS
Omar J. Bravo was born and raised in Layton.
After graduating from high school (1998), he
moved to California where he received a degree
in Computer Engineering from Santa Clara
University and worked for IBM as a Software
Engineer Coop.
Upon graduation (2002), Omar was recruited by Texas Instruments to move to
Dallas and join their Sales Engineering Training Program. After completing the
program, TI moved him to St. Petersburg, FL where he served as the Distribution
Business Manager for the entire state. In 2008, Omar left the corporate life to
start his own Web Design / Digital Marketing Firm and traveled around the world
a couple of times. Then, in 2010, he returned to St. Pete and began teaching Web
Design at a community college. In February of 2014, his family relocated back to
Layton to be closer to his aging parents and started to teach Digital Media Design
at Davis Technical College.
4. ABOUTYOURINSTRUCTORS
Lily Yang, came from China in 1981, graduated from Brigham Young
University with a M.A. degree in Computational Linguistics in 1985. Lily
has over 10 years working experience as a programmer and IT managing
and training experience with Paragon Technologies, Inc. Lily has been
teaching at Davis Technical College since 2002.
Lily holds several industrial IT certifications such as MCSE, MOUS, CNA, IC3,
A+, i-Net+, Network+, Master CIW Designer, CIW CT, and ACA of Adobe
Photoshop CS5. She is also a Microsoft Certified Trainer (MTC) and an
Adobe Certified Trainer (ACT).
“The most rewarding thing for me is to see my students be
able to use the skills they gain from my class and become
employable, creative, and successful. It is my duty and
responsibility to help, support, and guide my students to
complete their training and reach their goals.”
5. ABOUTYOURINSTRUCTORS
Shila went back to school and graduated from Weber State University in
2016 with a Bachelor’s Degree in Multimedia Technology. She then worked
at Ogden Weber Technical College as an Instructional Design Assistant
before coming to work at the Davis Technical College as an instructor in the
Digital Media Design Program. She enjoys freelance work and using the
skills she learned through her education to help her clients. She is very
excited to share what she has learned through her education and industry
experience with the students in the Digital Media Design program.
Shila Leech was raised in Kaysville and currently
lives in West Haven with her husband and three cats.
She graduated from Davis High School and earned a
certificate from the Davis Technical College as a
Certified Nursing Assistant. After working as a nursing
assistant for four years, she realized that although
rewarding, the healthcare industry was not a career
she wanted to pursue.
6. ABOUTYOURINSTRUCTORS
Cathleen Herbert, graduated in 1993 from Brigham Young University with
a Bachelors degree in English and earned her Masters of Arts in Education,
Secondary Education in May 2013. She worked for several years in the printing
industry proofreading and designing the page layouts for medical and scientific
journals. It was here that she first was introduced to HTML and publishing
magazines to the Web. After several years off to raise a family, Cathleen was
determined to further her education. She attended the Davis Technical College
and received her certification in Web Design in September 2010 and soon after,
accepted the position as an Adjunct Instructor in the Digital Media Design
Program. She is certified in IC3, MOS Word, and CIW Associate.
“I enjoy creating designs and web pages and loves
to continue learning. I also finds satisfaction in
helping students reach their educational goals and
obtain their professional ambitions.“
7. ABOUTYOURINSTRUCTORS
“Art has always been my passion as long as I can remember. After I graduated
from High School, I went to Weber State University and wanted to major in Art,
but under certain circumstances I had to quit college after a couple semester.
Then I married and had my family. Toward the end of the year 2007, I had a
strong desire to go back to school and discovered that the Davis Technical
College had a Media Design Technology program, where I could use both my
talent in art and design graphics with the computer. During my years at the
Davis Tech, I had joined SkillUSA where I had the opportunity to compete in
Advertising Design through the state and national competitions. I have
had the opportunity to become a graphic design freelancer and have used my
print and graphic design skills and experience to work on various projects for
many clients.”
Sheila Gardner, graduated from Davis Technical
College Digital Media Design program and has
an Associate of Applied Science degree in Graphic
Arts from Stevens Henager College.
8. ATTENDANCEMANAGEMENT
At Davis Tech, you are in charge of your attendance.
You will check in and check out at this Northstar station that is
located in the front of the classroom below the big screen.
This station runs Northstar program
which is Davis Tech’s student
management system.
Northstar database contains everything
about you – your attendance, your
progress, your contact information,
etc.
Student Check-in Station
9. ATTENDANCEMANAGEMENT
Northstar Check-in Station
To check in or check out for class,
type in your Davis Tech student ID
number.
You only need to do this twice each
time when you come to class:
First time is for checking in and
Second time is for checking out
No need to check-out for lunch if
you will be back to class after lunch.
Just to check-out at the end of the
school time.
10. COURSE-BASEDPROGRAM
Digital Media Design is a course-based program. You are registered
and paid for a specific course. You are also given a deadline to
complete the course. If you don’t know your course completion
date, talk to your instructor.
11. COURSE-BASEDPROGRAM
You have an open-schedule with a defined end-date. You decide when
to start your course and set up a schedule to come and study in the
class anytime that fits your schedule. Here is the time the classroom
will be open:
Monday to Friday 8:00 am to 3:00 pm (Day-time school)
Monday to Thursday 3:00 pm to 9:00 pm (Night-time school)
Lunch Time: 11:00 to 12:00 (Classroom is open during lunch time.
You may stay or come back early after lunch.)
12. COURSE-BASEDPROGRAM
As course-based program, please remember:
You are required to study in class 51% of your registered time. (For
example: If you are a part-time student, you should study at least 12
hours per week. Out of these 12 hours, 7 hours should be studied in
class. It is required by COE.)
Make sure you continue STUDYING when you are not in the class to keep
your progress up.
Meet with your instructor in person to review progress at least once every
two weeks.
Module Completion Exams and Final Competency Exam/Project are
required to complete in person and in class.
13. COURSE-BASEDPROGRAM
Each course has a syllabus which contains a Timeline Chart to guide you
through your time and progress for the course you are taking. Please use
this chart to keep tracking your progress.
14. COURSE-BASEDPROGRAM
Ask your instructor for the syllabus. When you get your syllabus, write
down your start date and end date for this course.
(High school students: Ask your instructor to help you figure out
your end date if you don’t know it.)
15. COURSE-BASEDPROGRAM
Canvas is your study-tool for the course you are registered to take.
You may access Canvas wherever there is an Internet connection.
Make sure you use Chrome as your web browser.
To access Canvas, go to Davis Tech website. At the bottom of the
home page, under Student Access, choose Canvas.
At the Canvas Login page, type in your student ID number and
password.
When you complete a module, make sure to see your instructor for
Module Completion Sign-off before you move to the next module.
Canvas – Your Study Tool
16. COURSE-BASEDPROGRAM
In order for you to get the credit for your progress, your instructor
has to sign off EACH module in Northstar when you complete a
module.
Your progress is calculated based on your module completion in
Northstar, not in Canvas.
Canvas – Your Study Tool
17. CLASSROOM-SETTEXTBOOKS
Classroom-set textbooks
Classroom-set textbooks are reserved for in-class use only.
You are required to purchase your own textbook if you are planning
to study with your own time and you are an adult student.
High-school students are required to check out the classroom-set
textbooks and study in class.
The textbooks are organized in
these three bookshelves:
#1 – for Core courses
#2 – for Digital Art Design courses
#3 – for Web Design and
Development courses
18. CLASSROOM-SETTEXTBOOKS
Here is what you do when you
come to class:
1. Check in at the Northstar Check-in Station
2. Get your textbook
3. Sit down and study
At the end of your school time and
before you leave:
1. Leave the textbook on the desk
behind the instructor’s station
2. Check out at the Northstar Check-in
Station
3. Let your instructor know if you get
any messages.
19. HEADPHONES
You are required to own a pair of headphone. If you need to
borrow them from your instructor, here are things you should
know about:
Ask your instructor if you don’t have your own on the first day or someday
you forget to bring your own.
Know that it is against Health Department’s code to share headphones
because it might spread lice or lice eggs which are very different to get ride
of.
If you do borrow a pair from your instructor, make sure
you fill in the Check Out Form with your name, date and
time and return them to your instructor
before you leave.
20. FLASHDRIVES
Flash drive - your backup media
Flash drive should be your main backup media because it is portable.
You need one to save your school work, assignments, and projects to
show your instructor.
It is your responsibility to back up your work. Your instructor does not
have your files.
Make sure you take it with you when you leave. If you forget to take it with
you when you leave, check with your instructor to see if it gets
turned in.
Suggested size: 32GB (or bigger)
Speed: USB 3.0 standard
21. CLASSROOMSETUP
First 3 rows are Mac computers – iMacs and Apple P-4s running MAC OS.
The rest of the computers are PCs - computers running Windows 10 OS.
PC or Mac, it is personal preference.
Students in Digital Art Design track will be required to take 3 classes on
the Macs due to the fact that MACs are still the dominant computers in
the graphic design world.
Our Classroom Location: HJB102-104
22. CLASSROOMSETUP
Our Classroom Location: HJB102-104
All computers (PCs and Macs) are running Adobe CC applications.
All PCs are running Autodesk applications.
Some PCs are running ZBrush. Those computers are reserved for students
who are in Digital Art Designer track and take Digital Sculpting course.
Some PCs are running GameMaker Studio software. Those computers are
reserved for students who are taking GameMaker Studio course.
If you are not sure which computer to use, ask your instructor.
23. CLASSROOMSETUP
Our Classroom Location: HJB102-104
You should NOT save any files on the computers. All computers have a
secure image on them. Every time when the computer reboots (power
off-on), a brand new image will be loaded in the computer. This image
will wipe out everything (good or bad, include your files) on the
computer and the computer will be reset to its original state.
You should always save everything on your own backup media such as
flash drives.
24. CLASSROOMSETUP
Our Classroom Printer:
HP Color LaserJet 5525
If you print out anything, you should get up and walk to the printer to get
your printouts. Any printouts left on the printer will be put in the Recycle
Box under the printer. We save these paper for the math students as the
scratch paper. Please check the recycle paper box first before you re-print
anything.
Print only school-related material. We try to save the paper. If you find
anything online you like, do not print it. You can download and save it to
your flash drive, if you really need it.
Most of your assignments and projects should be
saved on your backup media for your instructor
to view. Please talk to your instructor if you need
to print anything.
25. CLASSROOMSETUP
Our Classroom Printer:
HP Color LaserJet 5525
Most of your assignments and projects should be
saved on your backup media for your instructor
to view. Please talk to your instructor if you need
to print anything.
Please remember to PDF your file first before you print.
To print, open your PDF file with Adobe Reader or Acrobat
and then print it from there.
You only need to hit the Printer button on the computer once.
If it does not print, check the printer and let your instructor
know. There is no use to keep clicking the print icon.
26. CLASSROOMSETUP
Our Classroom Scanner
- the digitizing tool
Every student in Digital Media Design
program requires to know how to use
the scanner to digitize a document.
If you already know how, COOL. If not, don’t worry about it now. You will
have chances to learn how to use the scanner.
The scanner is NOT on the network. It is connected to the computer that
is dedicated to the scanner. When you scan something, you will need to
scan and save it on the computer and then back it up to your flash drive,
or scan and save it directly on your flash drive.
The flash drive plug-in is on the back of the computer.
27. CLASSROOMSETUP
Magazines in the classroom
These professional magazines are for you to use.
They are reserved for in-classroom use only. Please do NOT take them
out of the classroom.
Please put them back where you find them after you read them.
28. CLASSROOMSETUP
Student Showcase Board
On this board we posted some
of our students’ design works.
All the student works are created
by using the applications they
have learned such as Adobe
Photoshop and Illustrator, and
Autodesk 3D Studio Max and
Maya.
30. CLASSROOMSETUP
Job Related Information
Digital Media Design offers many
exciting opportunities in a wide
variety of different professions
ranging anywhere from graphic
designer to desktop publisher
and anything in between.
Out of the many careers and
professions available in the job
market today very few careers
offer the level of creativity,
imagination, and artistic
expression that can be found in
the digital media employment
sector.
31. CLASSROOMSETUP
Job Related Information
The Bureau of Labor Statistics
projected that employment in
the sector would grow at a rate
of 14% from 2008-2018.
Graphic Designer $42,000 to $57,000
Desktop Publisher $28,000 to 52,000
Video Editor $50,000 to $69,000
Motion Graphics Designer
$40,000 to $70,000
Multimedia Artist and Animator
$41,000 to $78,000
Game Programmer $85,000
Game Artist and Designer $68,000
32. CLASSROOMSETUP
Congratulations Board
This board has the pictures of students who passed the industry professional
certification exams from IC3, ACA, and CIW. We are very proud of them.
Sometimes the industry professional certificate is the key for you to land your
first job. We highly encourage and recommend to take these certification exams.
We will help and support you in everyway we can to prepare you for taking these
exams.
33. CLASSROOMSETUP
What’s going on?
You should keep your eyes on
the screen above the NorthStar
station whenever you
check in.
If we have something that is
important for every student
to know, it will be posted on the
screen for everybody because it
is impossible for us to catch
every student.
34. CLASSROOMSETUP
What’s going on?
The most recent ones will be
posted near the check-in station.
More permanent ones will get to
post on the wall.
Make sure you check out often
so you won’t miss anything.
High-school students:
When you see the Grades-Due note, your should make sure you have all
your module completion works turned in so you can have credits for your
progress. Your final grade is based on your progress, and your citizenship is
based on your attendance.
When you see Grades-Pickup note, it means your grade is ready for you to
pick up. You should find it on Lily’s desk.
35. SAFETYISSUES
Help us to fight the virus
Make sure you clean your hand before you clock-in. It will protect
yourself and help others to stay healthy.
If you feel sick with Flu symptoms, stay home. When you come back
to school, ask your instructor for the Flu Report sheet. Student
Services can change your attendance so they won’t affect your progress.
36. SAFETYISSUES
Fire Alarm
While you are in the classroom, your safety is one of your instructor’s
main concerns. So whenever you hear fire alarm, you need to leave
the classroom as soon as possible. Your instructor will lead you to the
safe place.
Emergency Code
If you hear any emergency codes such as blue code or
red code, stay in your classroom and continue your study.
Davis Tech has a special team to handle these situations.
You don’t have to worry about anything.
If you hear lockdown code, you need to follow your
instructor’s direction and hide away from the doors and windows.
You might want to hide under the table. The bottom line is to make
yourself invisible for the intruder outside.
37. SAFETYISSUES
The Safety Manual and The First Aid Kit
The Safety Manual are hanging on the side of the Book Cabinet. If
something happens to you, please report to your instructor as soon as
possible.
In case of emergencies happening in the classroom and your instructor is
not available, you may use your instructor’s phone to dial the emergency
numbers printed on the white label on the telephone.
Your instructor has the First Aid Kit.
Please let your instructor know if
you need anything.
38. SAFETYISSUES
Now you know how to get around in your classroom. Please let your instructor
know that you have completed your Classroom Orientation and ready to start
your first course in Digital Media Design.
39. W E C H A N G E L I V E S
D I G I T A L M E D I A D E S I G N
Remember:
you are here to learn,
we are here to help.
Ask your instructor if you have any questions.