This document outlines the requirements and grading structure for an e-portfolio assignment in an Early Childhood Education course. It provides instructions for students to create a digital portfolio organized into four sections: a welcome page, "All About Me" page, artifacts and reflections section, and final resume/cover letter. The portfolio will be developed over two years and showcase the student's skills, growth, and accomplishments in the program. It assigns specific tasks and multimedia components to each section and provides grading criteria and evaluation rubrics. The goal is for the e-portfolio to demonstrate to others who the student is and how they have met their educational and professional goals.
This document provides instructions for an e-portfolio assignment for a Foundation in Natural and Built Environment English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments over the semester. The portfolio must include reflective journal entries, photos or media with 150-200 word descriptions of learning, and be submitted online by Week 15/16. It will be assessed based on reflection of learning outcomes, organization, references, grammar, and mechanics.
This document provides instructions for an e-portfolio assignment. Students must create an e-portfolio to reflect on their learning process and assignments over the course of the semester. The e-portfolio requires students to upload photos and write reflections on their learning, and will be assessed based on criteria such as the selection of artifacts, written reflections, use of multimedia, navigation, and writing mechanics. Students are expected to follow submission requirements and referencing guidelines. The document outlines the objectives, tasks, assessment criteria, marking criteria, and submission requirements for the e-portfolio assignment.
The document provides instructions for an assignment to create an e-portfolio reflecting on graded assignments from a module. Students are asked to include reflective entries on their learning outcomes and capabilities for each assignment, as well as photos and descriptions of their learning process for essay writing and oral presentations. The e-portfolio will be assessed based on choice of artifacts, written reflections demonstrating growth, use of multimedia, clarity of captions, navigation, formatting, and writing mechanics. It should be submitted through a blog.
This document outlines the requirements and guidelines for an e-portfolio assignment for a Foundation in Natural and Built Environment (FNBE) English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments. The portfolio requires students to upload photos and write reflective entries for assignments, addressing their goals, accomplishments, strengths/weaknesses. It will be assessed based on demonstrated understanding, content relevance, organization, use of references, and mechanics. Suggested references and a cover page template are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides a rubric for assessing instructional content and materials. It evaluates factors such as accuracy, organization, interactivity, engagement, assessment, and flexibility. Areas are rated on a scale from 1-4 in categories like instructional content, graphics/multimedia, layout, technical aspects, accessibility, and support materials. The rubric aims to provide a framework for validating educational resources and aiding teacher evaluation.
This document provides an overview and instructions for a training on implementing AMSCO AP Social Studies resources. It includes:
1. Instructions for accessing presentation slides on slideshare.net and downloading related PowerPoints.
2. An introduction that emphasizes making the resources valuable for teachers and respecting their time, opinions, and decisions.
3. An outline of the training agenda covering resource materials, instructional strategies, digital tools, and classroom practices to engage students.
This presentation discusses how work-based learning opportunities can support academic achievement through rigor and relevance. It will provide an overview of various work-based learning models ranging from career awareness to on-the-job training and apprenticeships. These experiences engage students in real-world activities that integrate academic standards. The presentation aims to demonstrate how work-based learning can strengthen students' skills and connect their education to future career paths.
This document provides instructions for an e-portfolio assignment for a Foundation in Natural and Built Environment English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments over the semester. The portfolio must include reflective journal entries, photos or media with 150-200 word descriptions of learning, and be submitted online by Week 15/16. It will be assessed based on reflection of learning outcomes, organization, references, grammar, and mechanics.
This document provides instructions for an e-portfolio assignment. Students must create an e-portfolio to reflect on their learning process and assignments over the course of the semester. The e-portfolio requires students to upload photos and write reflections on their learning, and will be assessed based on criteria such as the selection of artifacts, written reflections, use of multimedia, navigation, and writing mechanics. Students are expected to follow submission requirements and referencing guidelines. The document outlines the objectives, tasks, assessment criteria, marking criteria, and submission requirements for the e-portfolio assignment.
The document provides instructions for an assignment to create an e-portfolio reflecting on graded assignments from a module. Students are asked to include reflective entries on their learning outcomes and capabilities for each assignment, as well as photos and descriptions of their learning process for essay writing and oral presentations. The e-portfolio will be assessed based on choice of artifacts, written reflections demonstrating growth, use of multimedia, clarity of captions, navigation, formatting, and writing mechanics. It should be submitted through a blog.
This document outlines the requirements and guidelines for an e-portfolio assignment for a Foundation in Natural and Built Environment (FNBE) English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments. The portfolio requires students to upload photos and write reflective entries for assignments, addressing their goals, accomplishments, strengths/weaknesses. It will be assessed based on demonstrated understanding, content relevance, organization, use of references, and mechanics. Suggested references and a cover page template are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides a rubric for assessing instructional content and materials. It evaluates factors such as accuracy, organization, interactivity, engagement, assessment, and flexibility. Areas are rated on a scale from 1-4 in categories like instructional content, graphics/multimedia, layout, technical aspects, accessibility, and support materials. The rubric aims to provide a framework for validating educational resources and aiding teacher evaluation.
This document provides an overview and instructions for a training on implementing AMSCO AP Social Studies resources. It includes:
1. Instructions for accessing presentation slides on slideshare.net and downloading related PowerPoints.
2. An introduction that emphasizes making the resources valuable for teachers and respecting their time, opinions, and decisions.
3. An outline of the training agenda covering resource materials, instructional strategies, digital tools, and classroom practices to engage students.
This presentation discusses how work-based learning opportunities can support academic achievement through rigor and relevance. It will provide an overview of various work-based learning models ranging from career awareness to on-the-job training and apprenticeships. These experiences engage students in real-world activities that integrate academic standards. The presentation aims to demonstrate how work-based learning can strengthen students' skills and connect their education to future career paths.
The document provides guidance on developing an effective resume, covering the main sections including the objective statement, contact information, education, experience, and honors and activities. It discusses what content to include in each section and how to tailor and design the sections. Key tips include emphasizing relevant qualifications, using action verbs to describe experiences, and coordinating the visual design of the resume sections.
This document provides an overview of the first module of the INF100 course Introduction to Information Professions. It discusses getting started with the course and introduces the online tools and strategies that will be used. The first task is for students to introduce themselves on the online forum. It also covers analyzing assignment questions by reading the question, identifying topics and keywords, determining the focus and task, and identifying any limitations. The document provides details on completing the first compulsory quiz which involves analyzing a sample essay question.
The document provides a 5-point checklist for self-evaluating a resume. It addresses ensuring an up-to-date contact section, including a tailored summary of skills, highlighting relevant education and courses, using accomplishment statements for experiences, and including valuable volunteer activities. Key advice includes using action verbs, quantifying results, and keeping bullet points concise.
1) The document outlines two special assignments for a business communication class - creating a PowerPoint presentation and giving an oral presentation proposing a new tour destination.
2) Students must create a 6-slide PowerPoint proposing a new tour destination located outside of China. The PowerPoint must include visuals, titles, labeling, and references.
3) Students will then present their PowerPoint proposal orally for approximately 5 minutes. The presentation will be graded on voice quality, use of visuals, introduction, handling of content, and conclusion.
This document outlines a lesson plan for having high school literature students conduct interviews about the American Dream. Students will research interview skills, then work in groups with roles like interviewer and producer. They will interview someone who has achieved the American Dream, take notes, and create a presentation displaying what they learned. The teacher will evaluate students based on how well they set up, prepared for, conducted and wrote a report on the interview. The goal is for students to understand different perspectives on the American Dream and practice key skills.
PowerPoint has a cognitive style that emphasizes bullet points and low-resolution graphics, which can result in loss of meaning and context from the original content. While PowerPoint is useful for presenting some types of visual content, it is generally better to use handouts for detailed text, numbers, and high-resolution images. The default templates and styles of PowerPoint can influence presentation habits and student learning by focusing on the projected slides rather than the knowledge and thinking process.
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
This document discusses the importance of creating a student profile or portfolio. It states that students should begin working on their portfolio as early as freshman year of high school to showcase their academic and extracurricular accomplishments. When included with a college application, a well-prepared student profile can help admissions evaluators determine if the student is a good fit. The document provides tips for what to include in a portfolio, such as academic records, accomplishments, awards, and samples of work. It stresses that a strong portfolio is an ongoing process that demonstrates a student's dedication and work ethic.
Leveraging Technology To Differentiate Instruction2679Chatham University
The document discusses ways that teachers can leverage technology to differentiate instruction for students with varying needs, interests, and skills. It defines differentiation and outlines factors like learning styles and abilities that teachers should consider. Technologies like web tools, videos, and online assessments are presented as ways to differentiate content, process, and products. Frameworks for differentiation including tiered activities, learning contracts, choice boards, and RAFT strategies are also described.
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Using Technology To Enhance Classroom LearningAdriana Edmond
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using PowerPoint effectively, such as organizing content, using visuals and graphics, and making presentations interactive. PowerPoint should be used to supplement in-person lectures rather than overload students. When placing PowerPoint online, some features may not translate well so alternatives should be considered. Overall, the key is finding the right balance of technology and other teaching methods to engage today's students.
This document provides information for seniors about the Tech Lit portfolio requirement. It explains that students will create a portfolio with 6 items: a resume, cover letter, references, transition plan, project sample/photos, and project summary. The portfolio will be completed every other week over 15 class sessions and judged at the end of the year for prizes. Students must also participate in mock interviews in October and apply for college assistance programs. The portfolio is designed to help with the transition after high school to college, work, or the military by presenting strengths and skills.
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and mechanics.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and grammar.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
The document provides guidance on developing an effective resume, covering the main sections including the objective statement, contact information, education, experience, and honors and activities. It discusses what content to include in each section and how to tailor and design the sections. Key tips include emphasizing relevant qualifications, using action verbs to describe experiences, and coordinating the visual design of the resume sections.
This document provides an overview of the first module of the INF100 course Introduction to Information Professions. It discusses getting started with the course and introduces the online tools and strategies that will be used. The first task is for students to introduce themselves on the online forum. It also covers analyzing assignment questions by reading the question, identifying topics and keywords, determining the focus and task, and identifying any limitations. The document provides details on completing the first compulsory quiz which involves analyzing a sample essay question.
The document provides a 5-point checklist for self-evaluating a resume. It addresses ensuring an up-to-date contact section, including a tailored summary of skills, highlighting relevant education and courses, using accomplishment statements for experiences, and including valuable volunteer activities. Key advice includes using action verbs, quantifying results, and keeping bullet points concise.
1) The document outlines two special assignments for a business communication class - creating a PowerPoint presentation and giving an oral presentation proposing a new tour destination.
2) Students must create a 6-slide PowerPoint proposing a new tour destination located outside of China. The PowerPoint must include visuals, titles, labeling, and references.
3) Students will then present their PowerPoint proposal orally for approximately 5 minutes. The presentation will be graded on voice quality, use of visuals, introduction, handling of content, and conclusion.
This document outlines a lesson plan for having high school literature students conduct interviews about the American Dream. Students will research interview skills, then work in groups with roles like interviewer and producer. They will interview someone who has achieved the American Dream, take notes, and create a presentation displaying what they learned. The teacher will evaluate students based on how well they set up, prepared for, conducted and wrote a report on the interview. The goal is for students to understand different perspectives on the American Dream and practice key skills.
PowerPoint has a cognitive style that emphasizes bullet points and low-resolution graphics, which can result in loss of meaning and context from the original content. While PowerPoint is useful for presenting some types of visual content, it is generally better to use handouts for detailed text, numbers, and high-resolution images. The default templates and styles of PowerPoint can influence presentation habits and student learning by focusing on the projected slides rather than the knowledge and thinking process.
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This digital unit plan is for a 9th grade creative writing unit. The unit goals are for students to develop creative writing skills through short stories, journal entries, and essays. Assessments include a group PowerPoint presentation, online journal entries, and a final creative writing essay. The unit consists of 3 lessons: the first has students collaborating on a story PowerPoint, the second uses an online journaling site, and the third focuses on writing a narrative essay about the future of technology.
This document discusses the importance of creating a student profile or portfolio. It states that students should begin working on their portfolio as early as freshman year of high school to showcase their academic and extracurricular accomplishments. When included with a college application, a well-prepared student profile can help admissions evaluators determine if the student is a good fit. The document provides tips for what to include in a portfolio, such as academic records, accomplishments, awards, and samples of work. It stresses that a strong portfolio is an ongoing process that demonstrates a student's dedication and work ethic.
Leveraging Technology To Differentiate Instruction2679Chatham University
The document discusses ways that teachers can leverage technology to differentiate instruction for students with varying needs, interests, and skills. It defines differentiation and outlines factors like learning styles and abilities that teachers should consider. Technologies like web tools, videos, and online assessments are presented as ways to differentiate content, process, and products. Frameworks for differentiation including tiered activities, learning contracts, choice boards, and RAFT strategies are also described.
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Using Technology To Enhance Classroom LearningAdriana Edmond
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using PowerPoint effectively, such as organizing content, using visuals and graphics, and making presentations interactive. PowerPoint should be used to supplement in-person lectures rather than overload students. When placing PowerPoint online, some features may not translate well so alternatives should be considered. Overall, the key is finding the right balance of technology and other teaching methods to engage today's students.
This document provides information for seniors about the Tech Lit portfolio requirement. It explains that students will create a portfolio with 6 items: a resume, cover letter, references, transition plan, project sample/photos, and project summary. The portfolio will be completed every other week over 15 class sessions and judged at the end of the year for prizes. Students must also participate in mock interviews in October and apply for college assistance programs. The portfolio is designed to help with the transition after high school to college, work, or the military by presenting strengths and skills.
This document provides an overview of the modules in the Intel Essentials course. It discusses curriculum framing questions, essential questions and unit questions, methods of assessment, examples of student work, incorporating 21st century skills and internet research into lessons, creating modifications for students, and facilitating project-based learning and technology use in the classroom. The final modules focus on implementing and sharing out the created unit plan.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and mechanics.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and grammar.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
To help you explore ways of developing more powerful learnin.docxjuliennehar
This document provides guidance on developing active learning experiences for students. It discusses three key components: rich learning experiences, in-depth reflective dialogue, and providing information and ideas outside of class. For rich learning experiences, it recommends activities like debates, simulations, and service learning that allow students to learn in multiple ways simultaneously. It also suggests giving students time for reflective dialogue, such as writing journals or discussions, to make meaning of their learning. Finally, it states that instructors should explore ways to introduce content outside of class, such as assigning readings or using online materials, to free up class time for active learning.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Edu 653 Massive Success / snaptutorial.comNorrisMistrym
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
a. Features of good written feedback with short explanation
b. How to modify feedback to meet the needs of diverse learners
c. Types of feedback with examples of each
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
This document outlines the instructional design process for a new training course following the ADDIE model of Analyze, Design, Develop, Implement, and Evaluate. It includes sections for needs analysis, content items, design, development, implementation, and evaluation. Key information gathered includes the target audience, proposed budget, learning objectives, content outline, assessment questions, and plans for measuring the impact of the training.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
EDU 653 help A Guide to career/Snaptutorialpinck2370
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
a. Features of good written feedback with short explanation
b. How to modify feedback to meet the needs of diverse learners
EDU 653 help A Guide to career/Snaptutorialpinck217
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
The document provides guidance on using the new ePortfolios tool in Blackboard at Montgomery College. It describes how ePortfolios allow students to showcase their work and reflect on their learning in a digital format. Instructions are provided on creating portfolios, designing their appearance, adding pages and artifacts, and setting sharing options. Faculty are encouraged to use portfolios to help students make connections between courses and demonstrate learning outcomes. The document concludes by informing readers that workshops will be offered in the fall semester to provide more training on the ePortfolios tool.
Seminar 9 Asset creation and Designing Your Life - 10 May and 13 May 2021Fahri Karakas
In this seminar, we will go over your portfolio project expectations and guide you on how to prepare an outstanding and creative portfolio. We will go over numerous checklists to guide you in the right direction.
We will also cover a wide variety of topics that will help you in your journey of asset creation.
We will cover the following topics:
-Life Advice: A Poster Guide
- Act Now: You Need Courage and Action
- Gen Z are hustling for their post-covid futures
- Welcome to the YOLO economy
- Exercise: Which Assets will you create?
-What Causes Creativity?
- Storytelling Secrets
- London StorySlam
- Case Study: Gary Vaynerchuk
- Case Study: How to go viral
- Case Study: Principles for Content Creation
- Kevin Kelly: Reach Your 1000 True Fans
- Life Advice from Kevin Kelly
- Advice from Jay Samit: Futureproofing You and Disrupt Yourself
- Disruption and Innovation: Your Role
- Shared Economy and crowdfunding: Capital C
- Create Your Own Creative Assets on the Internet
- Creating Assets is like rolling 1000 snowballs down
- The rise of the entrepreneur
- Daniel Priestly: 10 Challenges for the Entrepreneur
- Becoming an Entrepreneur by Anna Vidal
- Guide books to Side Hustles
- Entrepreneur Revolution
-Shark Tank Exercise
- Startup school by Y Combinator: Register!
_ Productivity Manifesto
- How to start your day
- Create your own assets now
- Steve Jobs Quote
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Our position is that the implementation of knowledge blogging is particularly well suited to introductory programming courses if such blogging demands meta-cognitive activities through continued engagement with the course work. Making use of objective measures in search of a relationship between the use of knowledge blogs and performance outcome, this paper asks the question if students who participated in knowledge blogs performed better in the summative assessment than students who did not blog. Of interest were the relationship between a student’s blogging mark (BM) and exam mark (EM). Using data extracted from the intuitional database for a period of 5 semesters, the authors are encouraged by some results which showed a significant difference to exist between the EMs of students who blogged and students who did not blog. This finding held true regardless if students passed or failed the course. For this reason, we suggest knowledge blogging to be a constructive learning tool in a programming environment since it promotes metacognition and differentiated instruction by nurturing multiple learning skills. http://academic-conferences.org/icel/icel2014/icel14-home.htm
This document provides tips for preparing for and succeeding in a job interview. It recommends researching the company and understanding the position in order to show how your strengths match the role. The document outlines a strengths-based interview strategy of highlighting 3 strengths and giving examples of how you've demonstrated each. It also provides guidance on answering different types of questions, creating an interview portfolio with evidence of your skills, and sending a thank you letter after the interview. The overall message is that thorough preparation and communicating your strengths and fit for the role are key to interview success.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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Accurate understanding of land use and cover is imperative for the development planning
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. 2
Final
Grades
Please record your final grade for each evaluation method in the spaces below.
Assignment/Test Grade
Welcome Page Portfolio _________/5%
Interpersonal Skills Task #1 ________/10%
All About Me Page Portfolio ________/15%
Academic Honesty Quiz ________10%
Test #1 ________15%
Interpersonal Skills Task #2 ________10%
Artifacts and Reflections/ Overall
e-Portfolio
________20%
Final Test ________/15%
Final Grade
Add up your final grades
________100%
3. 3
Visible
Learning
Project
E-‐Portfolio
Overview
A
professional
portfolio
is
an
organized
collection
of
important
documents
and
items
that
showcases
your
talents,
most
relevant
skills,
and
charts
your
professional
growth.
A
professional
portfolio
can
be
created
and
used
for
any
discipline
or
profession
(teaching,
art,
research,
nursing,
journalism,
and
Early
Childhood
Education)
The
Question
Your
Portfolio
will
answer
Who
are
you
and
how
have
you
met
your
educational
and
professional
goals?
The
Task
Create
a
virtual
e-‐portfolio
of
resources,
ideas
and
reflections,
in
the
form
of
an
e-‐Portfolio,
which
will
help
you
accomplish
your
goals.
Visible
Learning
Project
Framework
Your
e-‐Portfolio
will
be
created
using
a
WIKI
and
travel
with
you
over
your
2
years
of
study,
with
information
added
each
semester.
The
key
components
of
your
e-‐Portfolio
will
include
the
following:
• Welcome
(semester
1)
• All
About
Me
(semester
1)
• Artifacts
&
Reflections
(beginning
semester
1)
• Resume/Cover
Letter
(Semester
4)
• Professional
Journey
(Semester
4)
4. 4
Visible
Learning
Project
Instructions
This
semester
you
will
organize
your
e-‐Portfolio
into
four
sections
and
include
related
artifacts
and
reflections,
as
noted
below.
Section
1
Grade
Value:
5%
Description:
A
“Welcome”
page,
which
will
serve
as
the
main
introduction
and
navigation
page.
The
introduction
must
include
the
following
mandatory
elements.
Mandatory
Elements
1. Introduction
of
you
and
to
your
e-‐Portfolio
–
clearly
identifying
the
purpose
of
the
portfolio
2. A
short
biography
(previous
education,
accomplishments
etc.,
professionally
written)
3. An
image
that
represents
you
or
your
interests,
professional
image
4. A
list
of
other
pages/e-‐Portfolio
components,
as
previously
described
Optional
Elements
You
may
also
wish
to
include
one
of
the
following
optional
elements:
• A
favourite
quote
that
inspires
you
or
is
related
to
your
chosen
field
(Early
Childhood
Education)
• Memorable
experience,
which
relates
to
your
chosen
career
path
in
the
Early
Childhood
Education
Program
Evaluation:
Up
to
a
grade
of
5
marks
will
be
awarded
if
you
complete
the
required
components
in
a
manner
that
reflects
in-‐class
discussions
&
directions.
Suggestions
for
improvement
will
be
provided
&
must
be
incorporated
during
future
revisions.
Section
2
Description:
An
“About
Me”
page,
guided
by
the
questions
listed
below.
Grade
Value:
15%
Evaluation:
See
attached
rubric
Description:
An
“About
Me”
page,
guided
by
the
questions
listed
below.
• Who
am
I?
What
makes
me
unique?
• What
are
my
challenges?
In
life?
In
school?
• How
do
I
learn
and
solve
problems?
• What
are
my
immediate
and
long-‐term
goals?
To
creatively
present
key
information
about
yourself,
you
will
include
the
following
multimedia
artifacts:
a. A
multimedia
artifact
(Animoto)
which
tells
a
“story”,
highlighting
key
information
about
you
and
your
inspiration(s)
and
goals
b. A
photo
collage
of
your
interests/passions
5. 5
Section
3
Description:
Artifacts
&
Reflections
Main
Page
-‐
including
artifacts/work
samples
and
reflections
for
each
of
the
assignments
listed
below.
Value:
20%
(Overall
e-‐Portfolio
Assessment.
This
element
is
a
Mandatory
component
and
must
be
completed
for
successful
completion
of
the
course.)
Evaluation:
See
attached
rubric
Course
&
Code
Professor
Threads
in
ECE
Program
Learning
Outcomes
Portfolio
Artifact/Reflection
ECEP
103
Healthy
Development
of
the
Whole
Child
Development
Discuss
and
summarize
the
healthy
development
of
the
whole
child
including
physical,
cognitive,
social/emotional
dimensions.
Virtual
Child
–
Pt.
1
Assignment
and
reflection
ECEP
104
An
Introduction
to
ECE
Global
Citizenship
Examine
beliefs,
values
and
behaviours
that
form
individual
and
community
identities
and
the
basis
for
respectful
relationships
Global
Child
Care
Assignment
and
reflection
ECEP
1010
Keys
to
Success
Global
Citizenship
Examine
one’s
roles
and
responsibilities
as
a
global
citizen
in
personal
and
professional
life.
Cross
Cultural
Communication
*All
elements
covered
in
the
Interpersonal
component
of
the
course
Assignment
and
reflection
Guiding Questions for Reflection:
a. Give one concrete example that clearly demonstrates your understanding for the corresponding key
learning outcome?
b. What was the most valuable part of this assignment/course/field experience? Explain why?
c. What was the most challenging part of this assignment/course/field experience? Why? What strategies
and resources did you use to meet these challenges?
Helpful Hints
1. Capture everything! This includes saving samples of your work, and photos of yourself engaged in the process of
learning (small group work, presentations etc.). Save them on your USB in an organized system. When you are
writing your reflections for each course, go back and look at your collection of evidence and photos, and use them
to support your answers.
6. 6
Helpful Resources
E-Portfolios
ePortfolio Gallery
Personal Spirit
Who Inspires Sir Ken?
Randy Pausch the Last Lecture: Achieving your Childhood Dreams
Digital Citizenship
Netiquette
Everyone Knows Your Name
There is no such thing as “deleted” on the internet
The Internet Could Own Your Future
Online Research
Evaluating Websites
Digital tools
Pbworks Voki
Animoto Glogster
Powerpoint Storybird
Voicethread Jigsawplanet
Wordle Surveymonkey
Xtranormal Bitstrips
Mixbook Skype
Bibme Slideshare
Copyright-free Images
Behold
Morguefile
http://www.freedigitalphotos.net
http://www.everystockphoto.com
*No Google images*
7. 7
All About Me Page
Exemplary Proficient Partially Proficient Incomplete
Criterion: Layout
3
Easy to read. Fonts, point size, bullets,
italics, bold, headings and sub-
headings enhance the content.
Colours enhance the readability and
aesthetic quality of the text.
2
Generally easy to read.
Fonts, point size, bullets,
italics, bold, headings
and sub-headings
enhance the content. A
few minor format
changes would enhance
the presentation.
1
Often difficult to read.
Fonts, point size, bullets,
italics, bold, headings
and sub-headings do not
always enhance the
content.
Colours are distracting in
some places.
0
Difficult to read. Fonts, point
size, bullets, italics, bold,
headings and sub-headings do
not enhance the content.
Page appears cluttered.
Background and colours are
distracting and diminish the
readability of the text.
Criterion: Key Elements
7
All information clearly identifies
and describes the key elements in
a clear, professional manner.
5
Most of the
information identifies
and describes key
elements in a clear
and professional
manner.
3
Some of the
information identifies
and describes key
elements in a clear
and professional
manner.
0
The information fails to
identify and describe key
elements in a clear and
professional manner.
Criterion: Writing
3
There are no errors in grammar,
capitalization, punctuation, and
spelling.
2
There are a few errors
in grammar,
capitalization,
punctuation, and
spelling. These require
minor editing and
revision.
1
There are 4 or more
errors in grammar,
capitalization,
punctuation, and
spelling requiring
significant editing and
revision.
0
The text has more than 6
errors in grammar,
capitalization, punctuation,
and spelling. Errors interfere
with meaning & require major
editing & revision.
Criterion: Multimedia
7
All of the multimedia enhance the
purpose of the e-Portfolio, create
interest, and are appropriate. The
content of the e-Portfolio is enhanced
in an original way. All of the examples
are appropriate for the chosen
purpose
5
Most of the multimedia
enhance the purpose of
the e-Portfolio, create
interest, and are
generally appropriate.
The content of the
e-Portfolio is enhanced
somewhat in an original
way.
3
A few of the multimedia
enhance the purpose of
the e-Portfolio, create
interest, and are
sometimes appropriate.
The content of the
e-Portfolio is not always
enhanced because of the
inappropriate examples
chosen for the purpose.
0
The photographs, graphics,
sounds, and/or videos are
inappropriate and do not meet
professional standards. They
are distracting and detract from
the content.
/20 marks /15%
8. 8
Artifacts & Reflections/Overall e-Portfolio Assessment
Visible Learning Celebration
Exemplary Proficient Partially Proficient Incomplete
Criteria: Layout
3
Easy to read. Fonts, point size, bullets,
italics, bold, headings and sub-
headings are consistent and enhance
the content. Colours enhance the
readability and aesthetic quality of the
portfolio.
2
Generally easy to read.
Fonts, point size, bullets,
italics, bold, headings
and sub-headings
enhance the content. A
few minor format
changes would enhance
the presentation.
1
Often difficult to read.
Fonts, point size, bullets,
italics, bold, headings
and sub-headings do not
always enhance the
content.
Colours are distracting in
some places.
0
Difficult to read. Fonts, point
size, bullets, italics, bold,
headings and sub-headings do
not enhance the content.
Page appears cluttered.
Background and colours are
distracting and diminish the
readability of the text.
Criteria: Reflections x 2
7
All of the assignment artifact are
accompanied by reflective comments
that clearly explain the importance of
that particular work including title,
author, and date
All directly relate to the purpose of the
e-portfolio. All of the components
demonstrate the use of clear, well
organized, and accurate written
communication.
5
Two of the assignment
artifacts are
accompanied by
reflective comments that
clearly explain the
importance of that
particular work including
title, author, and date.
All clearly relate to the
purpose of the e-
portfolio. There are only
one or two occurrences
of unorganized,
inaccurate, or difficult to
interpret written
information.
3
One of the assignment
artifacts are
accompanied by
reflective comments that
clearly explain the
importance of that
particular work including
title, author, and date.
Somewhat unclearly
related to the purpose of
the e-portfolio. There are
three or four occurrences
of unorganized,
inaccurate, or difficult to
interpret written
information.
0
None of the artifacts are
accompanied by reflective
comments that clearly explain
the particular work including
title, author, and date.
Incomplete
Criteria: Writing
3
There are no errors in grammar,
capitalization, punctuation, and
spelling.
2
There are a few errors in
grammar, capitalization,
punctuation, and
spelling. These require
minor editing and
revision.
1
There are 4 or more
errors in grammar,
capitalization,
punctuation, and spelling
requiring significant
editing and revision.
0
The text has more than 6 errors
in grammar, capitalization,
punctuation, and spelling. Errors
interfere with meaning & require
major editing & revision.
Criteria: Multimedia
7
All of the multimedia enhance the
purpose of the e-portfolio, create
interest, and are appropriate. The
content of the e-portfolio is enhanced
in an original way. All of the examples
are appropriate for the chosen
purpose
5
Most of the multimedia
enhance the purpose of
the e-portfolio, create
interest, and are
generally appropriate.
The content of the e-
portfolio is enhanced
somewhat in an original
way.
3
A few of the multimedia
enhance the purpose of
the e-portfolio, create
interest, and are
sometimes appropriate.
The content of the e-
portfolio is not always
enhanced because of the
inappropriate examples
chosen for the purpose.
0
The photographs, graphics,
sounds, and/or videos are
inappropriate. They are
distracting and detract from the
content.
9. 9
Criteria: Navigation
3
All of the portfolio navigation links
(internal & external) connect to the
appropriate page/website.
Page to page navigation clearly
directs reader.
2
Most of the portfolio
navigation links (internal
& external) connect to
the appropriate
page/website.
Inconsistent page-to-
page navigation.
1
Some of the portfolio
navigation links (internal
& external) connect to
the appropriate
page/website.
No page-to-page
navigation.
0
There are significant problems
with portfolio navigation links.
/30 marks /20%
10. 10
Quizzes, Tests, and In-class Workshops
1. Plagiarism Quiz
Grade Value: 10%
Description: This test will measure your understanding of key concepts related to academic honesty, plagiarism and
related sanctions. It is necessary to pass this quiz with a “C” grade in order to proceed to 2
nd
semester.
2. Interpersonal Communication – Test # 1
Grade Value: 15%
Description: Content test, to measure your understanding of Interpersonal Communication elements and concepts.
3. Final Test – Keys to Success
Grade Value: 15%
Description: This comprehensive test will connect with your practical application of knowledge, skills learned in the
course.
In-Class Tasks/Workshops
1. Interpersonal Skills Task 1 (Week 6) Grade Value: 10%
2. Interpersonal Skills Task 2 (Week 11) Grade Value: 10%
During these in-class Tasks/Workshops participants make meaningful connections related to the content covered,
by sharing, practicing, and collaborating during this course. Formats will be discussed during class. Students must
be present (or must have made prior arrangements with the Professor) in classes, to complete requirements and
for consideration of grades.
11. 11
Putting our Tools to the Test Weeks 6 & 11
Grade Value: 10% each (Total 20%)
During these class sessions, small groups of students will be given a Communication Task. Using
the skills that have been acquired during the semester, groups will demonstrate and record the
process of their “solutions” to the task. Your instructor will assign the groups and the tasks. You will
be evaluated in-class, during the process. Grading criteria will be distributed on the day of the in-
class task.