This document provides the syllabus for a 3-week social media course for employee onboarding. The course will be delivered online through a learning management system and require students to create social media accounts using guidelines. Students will learn how to generate business pages, develop marketing campaigns, create engaging posts, and analyze demographics. Assessment includes participation, a social media calendar, discussion posts, and a group project. Students must complete all work with an 85% or higher to pass, and employment will be terminated if the retest is not passed. The course aims to teach social media use for business communication, marketing, sales, and navigating today's business environment using key platforms. Academic integrity policies are also outlined.
This document outlines the procedures and requirements for an online training course for early childhood program administrators. It details that students must complete 40 hours of coursework over 6 weeks, including assignments like writing a business plan. Students need basic computer skills and internet access. Assignments are submitted through the Edmodo platform. Students are assessed through practical assignments and essays. Academic integrity is expected, and plagiarism is not allowed. The instructor will provide feedback within 24 hours on weekdays.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document outlines Module 4 of an online course on using technology to support student learning. The module focuses on creating student samples to demonstrate learning. Key points covered include answering essential questions, meeting learning objectives, using appropriate technology tools like presentations, publications, wikis and blogs, and ensuring samples align with standards. Activities guide participants to draft instructional procedures, assess a sample, and reflect on applying the lessons to their teaching.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly 2-hour sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the weekly topics which will cover concepts like perception, verbal and nonverbal communication, listening, conflict resolution, and group dynamics.
This document outlines the procedures and requirements for an online training course for early childhood program administrators. It details that students must complete 40 hours of coursework over 6 weeks, including assignments like writing a business plan. Students need basic computer skills and internet access. Assignments are submitted through the Edmodo platform. Students are assessed through practical assignments and essays. Academic integrity is expected, and plagiarism is not allowed. The instructor will provide feedback within 24 hours on weekdays.
This document outlines the policies and schedule for an International Public Relations hybrid course taught by Dr. Vinita Agarwal. The course meets in-person 60-65% of the time and utilizes online activities and discussions for the remaining 35-40%. Students are expected to spend 11-19 hours per week on out-of-class work. Key dates, technology requirements, learning objectives, assignments, and attendance policies are provided.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document outlines Module 4 of an online course on using technology to support student learning. The module focuses on creating student samples to demonstrate learning. Key points covered include answering essential questions, meeting learning objectives, using appropriate technology tools like presentations, publications, wikis and blogs, and ensuring samples align with standards. Activities guide participants to draft instructional procedures, assess a sample, and reflect on applying the lessons to their teaching.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly 2-hour sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the weekly topics which will cover concepts like perception, verbal and nonverbal communication, listening, conflict resolution, and group dynamics.
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This professional development module focused on Standard I of INACOL's standards for quality online teaching. The module covered four principles: using student data to plan instruction, assessment strategies, effective learning strategies, and communication tools. Teachers learned how to interpret student data to individualize instruction, research different assessment models for online classes, understand important learning strategies, and utilize communication tools to connect with students. The module provided resources and activities for teachers to build their knowledge and develop portfolios to demonstrate competency in using assessments and data to modify content and guide student learning.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to provide students with an understanding of basic business concepts. It will cover topics such as different types of businesses, starting and managing a business, and the social responsibilities of businesses. The module will be delivered through lectures, tutorials, and self-directed learning. Students will be assessed through assignments, a class test, a final project, and an e-portfolio. The intended learning outcomes are for students to understand various business concepts and analyze ethical and social issues in business.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to give students an understanding of basic business concepts including different types of businesses and how internal and external factors affect operations. Modes of delivery include lectures, tutorials, and self-directed study. Assessment involves formative and summative components to evaluate students' understanding of topics like the goals and functions of businesses.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
COM 600 Social Media Theory & Practice is the graduate social media class that DR4WARD teaches at the S.I. Newhouse School of Public Communications.
Class Hashtag #NewhouseSM6
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study to achieve learning outcomes like explaining communication concepts and applying principles to analyze interactions. Student participation is encouraged through activities, feedback and reflection. A student-centered learning approach is used to facilitate an active learning process.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
The document outlines a social media calendar for promoting music production services. It details posts and engagement strategies for each day of the week, including recording multiple sessions on Mondays, being strategic with posts and interactions on Tuesdays, assessing progress on Wednesdays, posting throwbacks on Thursdays, sharing daily activities on Fridays, promoting specials on Saturdays, going live on Sundays, and consistently taking pictures when working with artists. The overall goals are to increase awareness of services, promote to up-and-coming musicians and labels, and inspire collaboration.
The document provides tips for setting an automatic email response and voicemail greeting when out of the office. It recommends including the dates you'll be out, additional contact information if others can help, keeping the message short, testing the auto-reply, and checking for errors. Setting an informative out of office message impacts your business's reputation by keeping clients and customers updated during your absence.
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This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This professional development module focused on Standard I of INACOL's standards for quality online teaching. The module covered four principles: using student data to plan instruction, assessment strategies, effective learning strategies, and communication tools. Teachers learned how to interpret student data to individualize instruction, research different assessment models for online classes, understand important learning strategies, and utilize communication tools to connect with students. The module provided resources and activities for teachers to build their knowledge and develop portfolios to demonstrate competency in using assessments and data to modify content and guide student learning.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to provide students with an understanding of basic business concepts. It will cover topics such as different types of businesses, starting and managing a business, and the social responsibilities of businesses. The module will be delivered through lectures, tutorials, and self-directed learning. Students will be assessed through assignments, a class test, a final project, and an e-portfolio. The intended learning outcomes are for students to understand various business concepts and analyze ethical and social issues in business.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to give students an understanding of basic business concepts including different types of businesses and how internal and external factors affect operations. Modes of delivery include lectures, tutorials, and self-directed study. Assessment involves formative and summative components to evaluate students' understanding of topics like the goals and functions of businesses.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
COM 600 Social Media Theory & Practice is the graduate social media class that DR4WARD teaches at the S.I. Newhouse School of Public Communications.
Class Hashtag #NewhouseSM6
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study to achieve learning outcomes like explaining communication concepts and applying principles to analyze interactions. Student participation is encouraged through activities, feedback and reflection. A student-centered learning approach is used to facilitate an active learning process.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
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The document outlines a social media calendar for promoting music production services. It details posts and engagement strategies for each day of the week, including recording multiple sessions on Mondays, being strategic with posts and interactions on Tuesdays, assessing progress on Wednesdays, posting throwbacks on Thursdays, sharing daily activities on Fridays, promoting specials on Saturdays, going live on Sundays, and consistently taking pictures when working with artists. The overall goals are to increase awareness of services, promote to up-and-coming musicians and labels, and inspire collaboration.
The document provides tips for setting an automatic email response and voicemail greeting when out of the office. It recommends including the dates you'll be out, additional contact information if others can help, keeping the message short, testing the auto-reply, and checking for errors. Setting an informative out of office message impacts your business's reputation by keeping clients and customers updated during your absence.
This syllabus outlines an online employee onboarding course covering social media use for business. Students will learn to create social media accounts, develop marketing campaigns, write engaging posts, and analyze audiences. To pass, students must complete all work with 85% accuracy or face probation and possible termination. Key learning outcomes include using social media for marketing, sales, and communication in business.
The University of Toledo underwent a change in administration. Dr. Lloyd Jacobs stepped down as President in June 2014 after accepting a new role in Washington D.C. The Board of Trustees appointed Dr. Naganathan as Interim President until a permanent replacement is selected. Dr. Naganathan has been with the university for 28 years and was previously the Dean of the College of Engineering. He expressed his commitment to continuing the university's success and bringing new improvements to campus.
Johnson C. Smith University is a historically black university located in Charlotte, North Carolina that was founded in 1867. It has a student population of around 1,494 students and offers 23 undergraduate degree programs across three colleges as well as a Master of Social Work program. The university provides students with academic support services, extracurricular activities, and has notable alumni in fields such as government, sports, and the arts.
TerDawn DeBoe is an artist, speaker, creative entrepreneur, and business growth strategist. She is passionate about helping individuals and speaks regularly to share her story of overcoming challenges. As a recording artist signed to a major label, she helped create an album that was nominated for a Stellar Award. Through her marketing company, she has provided services to various businesses. In 2014, she became Executive Producer and Marketing Director for a TV show in Cleveland highlighting local comedians, advisors, and businesses. In 2016, she founded the Creative Entrepreneur Academy to teach entrepreneurs techniques for starting and growing businesses through classes, online courses, and mentorship.
Jasmyne Brandon is a public relations and communications professional seeking a position in related fields. She has over 5 years of experience in public relations, social media marketing, event planning, and business consulting. She holds a Doctorate in Higher Education Leadership and Management from Walden University along with two other degrees. Her career highlights include developing social media strategies, securing media placements, and creating communications campaigns.
The University of Toledo underwent an administration change. Dr. Lloyd Jacobs stepped down as president and Dr. Naganathan was appointed as interim president. Dr. Naganathan has been at the university for 28 years and was previously the dean of the College of Engineering. As interim president, Dr. Naganathan aims to continue the university's success and bring improvements to further its competitiveness at a national level.
Dash Line Public Relations Group will host an empowerment brunch on April 30, 2017 at the Renaissance Cleveland Hotel from 12-3pm. The brunch, called "Brunning with Dash", will include a panel of local women entrepreneurs, vision board activities, and goal setting techniques. Following the brunch from 3-4pm will be "Shoppes at Dash", where attendees can shop from Midwest vendors. University of Toledo students can receive 15% off ticket prices using a promo code. The event aims to encourage and empower women of all backgrounds.
Jasmyne N. Brandon, founder of Dash Line Public Relations Group, will host "Brunching with Dash", a women's empowerment event on April 30th at the Renaissance Cleveland Hotel. The event will include a panel of local women entrepreneurs, vision board creation, and learning goal setting techniques. After the brunch, attendees can shop local vendors at "Shoppes at Dash". The goal is to empower and encourage women of all backgrounds to pursue their goals.
Brunning with Dash is a women's empowerment event started in 2017 by Jasmyne N. Brandon and Chante C. Jackson. The event aims to encourage and empower women of all ages and races by providing tools to achieve their goals. During the event, attendees can interact with a panel of women entrepreneurs, participate in speed networking, and learn goal-setting techniques. Afterward, attendees can shop vendors at the "Shoppes at Dash." Upcoming events will be held in Charlotte and feature panels, speakers, and promote brands and businesses.
This document provides information about an event called "Brunching with Dash Los Angeles", which is a women's empowerment and speed networking brunch. It was created by Jasmyne N. Brandon and Chante C. Jackson to encourage and empower women to achieve their goals. At the event, attendees can interact with a panel of women entrepreneurs, participate in speed networking, and learn about goal setting techniques. The event also includes shopping opportunities. Sponsorship opportunities are outlined that provide benefits like admission, branding exposure, and social media mentions. Details like location, date, expected attendees, and panelists are provided.
Dash Line Public Relations Group will host an empowerment brunch on April 30, 2017 at the Renaissance Cleveland Hotel from 12-3pm. The brunch, called "Brunning with Dash", will include a panel of local women entrepreneurs, vision board activities, and goal setting techniques. Following the brunch from 3-4pm will be "Shoppes at Dash", where attendees can shop local vendors. Dash Line PR was founded in 2013 by Jasmyne Brandon and Chante Jackson and provides PR, marketing, branding and social media services with offices in Cleveland, Atlanta and Los Angeles. University of Toledo students can receive 15% off ticket prices using a promo code.
Jasmyne N. Brandon, founder of Dash Line Public Relations Group, will host "Brunching with Dash", a women's empowerment event on April 30th at the Renaissance Cleveland Hotel. The event will include a panel of local women entrepreneurs, vision board creation, and learning goal setting techniques. After the brunch, attendees can shop local vendors at "Shoppes at Dash". The goal is to empower and encourage women of all backgrounds to pursue their goals.
Jasmyne Brandon is a communications professional seeking a position in public relations, social media marketing, and business consulting. She has 9 years of experience in public relations, branding, social media management, and event planning. She currently owns a communications agency and co-owns a boutique public relations firm. Jasmyne holds a Doctorate in Higher Education Leadership and Management and two other degrees. She is proficient in Facebook, LinkedIn, Twitter, Instagram, and other platforms.
This document is a resume for Jasmyne N. Brandon summarizing her qualifications and experience in education and communications roles. She has over 5 years of experience in program coordination, public relations, and admissions counseling. She is currently pursuing her Doctorate of Education from Walden University with a focus on higher education leadership and management.
Jasmyne N. Brandon is a communications professional and public speaker based in Charlotte, North Carolina. She has over 5 years of experience as a senior publicist representing small businesses, athletes, artists, and social media personalities. Brandon founded her own PR firm, Dash Line Public Relations Group, in 2013 and has since launched Branded Communications, an agency specializing in professional development, content management, and motivational speaking. She holds a Master's degree in Adult Education and Training and a Bachelor's degree in Communications from the University of Toledo.
Jasmyne Brandon's teaching philosophy focuses on helping students understand course material and relate it to their professional and personal lives through critical thinking, lifelong learning skills, and problem-solving strategies. She believes in fostering growth and motivating students to achieve their goals in both campus and virtual environments. Communication is key to helping students excel and complete their degrees, as learning is a never-ending process.
This instructional plan outlines a six-week online course for new employees of Dash Line Public Relations Group titled "Professional Business Social Media Marketing & Management". The course aims to teach employees how to properly use social media for business purposes including marketing, sales, and communication. It will include lectures, discussions, modules and require participants to create and maintain social media accounts. The course will be assessed through exams, discussion board participation, and surveys to evaluate the course and instructor. Employees must complete all coursework and score 85% or higher on assessments to meet the goals of gaining extensive social media knowledge and skills for professional use.
The University of Toledo underwent an administration change as Dr. Lloyd Jacobs stepped down from his role as president effective June 30, 2014 to take a position with the Council of Competitiveness in Washington, D.C. The Board of Trustees appointed Dr. Naganathan as interim president until a permanent replacement is selected. Dr. Naganathan has served the university for 28 years, most recently as dean of the College of Engineering since 2003. As interim president, Dr. Naganathan aims to continue the university's success and bring new improvements to become more competitive nationally and globally.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
1. Course Project: Final Syllabus
Jasmyne N. Brandon, M.A.Ed.
Donna Russell, Ph.D.
EDDD – 8107 Designing Instruction for E-Learning
2. The link to the classroom is classroom.google.com The class code is 7cr4yb
Social Media for Professional Development
COMM 2000 SECTION 101
Monday, Wednesday, & Friday 8:15am -10:00am (Three Week Course)
Employee Onboarding
Jasmyne N. Brandon, M.A.Ed.
Jasmyne.Brandon@waldenu.edu
Communication Department Room # 1210
By Appointment
Course Description
Students for employee onboarding will be required to create social media accounts using
guidelines to the coursework, and they will learn how to successfully generate business pages,
develop marketing campaigns for social media, develop content for posts that create audience
engagement, analyze audience demographics, and more.
Learning Management System
eLearning course, delivered through Blackboard Open LMS, Learning Solutions for Business
Course Requirements
Create social media accounts using guidelines to the coursework, and they will learn how to
successfully generate business pages, develop marketing campaigns for social media, develop
content for posts that create audience engagement, analyze audience demographics, and more.
The goals, objectives, and overall outcomes of this course will be considered met once the
participant has completed all course work with an 85% or higher, if the participant scores below
an 85% they will be placed on a 90-day probationary period and will have to retest at the 90-day
mark of employment.
If the participant is unable to pass the retest, employment will be terminated.
Learning Outcomes
1. Upon completion of this course, Employees will be able to use social media from a
business perspective, communicating with businesses and companies to promote product
or service.
2. Upon completion of this course, Employees will have extensive knowledge on how social
media is used for product placement, marketing, and sales.
3. Upon completion of this course, Employees will understand the nuances of
communication in today’s complex business environment.
4. Upon completion of this course, Employees will have extensive knowledge on the
dominant social media tools including Twitter, Facebook, and precision tools such as
Instagram and Pinterest.
3. Formative/Summative Assessments
Formative and Summative assessments be based on company produces and policies. All
additional assessments will be conducted through discussion board participation.
Instructional Materials
Text Requirements
There is no required textbook for this class. All class readings will be available on the company’s
professional development portal and/or given to students by the instructor. There will be take-
home reading assignments, and every student is expected to come to class having read the
required home reading assignments.
Technology Requirements
Students are responsible for having access to a properly functioning device (computer, tablet,
etc.) throughout the employee onboarding training. The device must be able to run the software
required for coursework or capable of connecting to the company portal. (The company will
provide these devices)
Student devices need to be running the latest versions of plug-ins, recent software and have the
necessary tools to be kept free of viruses and spyware.
Social Media Requirements
Students will be required to create professional social media accounts on the following social
media platforms: LinkedIn, Twitter, Facebook, and Instagram. These social media accounts will
be created following the company social media guidelines, failure to operate social media
accounts under company guidelines will result in termination.
Grading
The final grade of record will be based on students’ achievements in the following areas and
weighted according to the following:
Participation 10 points
Social Media Calendar (Midterm) 20 points
Three Discussion Posts on Weekly Topic 30 points
Group Project on Social Media Topic (Final) 40 points
TOTAL POSSIBLE 100 points
4. The total number of points each student earns will be calculated, and the final grade of record
will be determined according to the following scale:
Letter Grade Percentage Grade Point Average (GPA)
A 90%-100% 4.0
B 80%-89% 3.0
C 74%-79% 2.0
D 70%-73% 1.0
F 0%-69% 0.0
Participation
Students must actively participate in-class through discussion and awareness, as well as actively
participating throughout the online portal.
Social Media Calendar
Students must create a Social Media Calendar for a campaign of their choice for Twitter,
Instagram, and Facebook. The Social Media Calendar must include graphic designs, target
audience, schedule post, and live interactions, and hashtags.
Discussion Post
Students must participate in three discussion post on a weekly topic. The initial post must
provide the student's opinion/feedback on the weekly topic; the remaining two post requirements
will respond to a classmate’s post. The three-discussion board post must include properly
sourced supporting information.
Group Project
Students will work in groups of three to develop a research question related to social media
development in education. The instructor must approve topics. Students will have two options
for completing the project.
5. Option 1(non-design-based): Groups will write a 2000-2500-word paper that describes a
theoretical or practical research question/problem related to social media development in
education and propose a way to study the research topic and/or answer the research
question/problem.
Paper requirements:
1. An Introduction
2. A review of related literature that highlights researchers the findings of the chosen topic
3. A proposed method, including research question, how the data will be collected (survey,
interview, testing, etc.) and sample questions for participants
4. Theoretical and/or practical implications of study outcomes.
5. The paper should include at least ten references
Option 2(design-based): Groups will propose and design a social media solution for their
organization. Solutions may be single or multi-focused. Groups may choose a mobile
application, Facebook page, Twitter account, or blog. Groups will need to provide reasoning to
why each of their solutions is being proposed. Students will present their social media solutions
via in-class presentation with visual, and the visual presentation must be submitted to the
instructor for approval before the scheduled presentation. Students must also submit a 1000-1500
word.
Paper requirements:
1. An Introduction
2. A review of related literature that highlights researchers the findings of the chosen topic
3. Description of their proposed solution and development stage process
4. Discussion of the solution design impact
Intellectual Property/Plagiarism Policy
According to Walden University (2019)
Academic integrity violations include the following:
Plagiarism: Plagiarism is defined as use of intellectual material produced by another person
without acknowledging its source. For example:
6. 1. Wholesale copying of passages from works of others into an assignment, paper, or
discussion board posting, or thesis or dissertation without acknowledgment;
2. Using the views, opinions, or insights of another without acknowledgment; and/or
3. Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literary device without acknowledgment.
Students’ Misuse of Their Own Scholarly Work:
1. During their studies at Walden, students may find themselves writing for a second, third,
or fourth time on the same topic; regardless, their writing is expected to reflect new
approaches and insights into that topic to demonstrate their intellectual growth.
2. Walden recognizes that there may be some overlap between the requirements,
assignments, and inquiry for different courses and KAM demonstrations. In general,
students may use only small portions of documents as background or foundational
material for additional development in a subsequent assignment or research project.
Students may not merely copy and paste substantial sections from one paper or KAM to
another. Any use of prior work is at the discretion of the instructor: students must receive
prior approval from their instructor, who may request a copy of the previous work. Fair
use laws must be respected for published documents.
3. When using their own scholarly work in subsequent research, students should cite
themselves as a primary author and their previous coursework or KAM demonstrations as
unpublished papers, as shown in The Publication Manual of the American Psychological
Association.
Cheating:
Cheating is defined as fraud, deceit, or dishonesty in an academic assignment. It includes using
or attempting to use materials, or assisting others in using materials, that are prohibited or
inappropriate in the context of the academic assignment in question. For example:
1. Copying or attempting to copy from others during an exam or on an assignment;
2. Communicating answers with another person during an exam;
3. Preprogramming a calculator to contain answers or other unauthorized information for
exams;
4. Using unauthorized materials, prepared answers, written notes, or concealed information
during an exam;
5. Allowing others to do an assignment or portion of an assignment, including the use of a
commercial term paper service;
7. 6. Submitting the same assignment for more than one course without the prior approval of
all the instructors involved (see the Students’ Misuse of Their Own Scholarly
Work section above for more information);
7. Collaborating on an exam or assignment with any other person without prior approval
from the course instructor; and/or
8. Taking an exam for another person or having someone take an exam for you.
Providing False Information: For example:
1. Furnishing false information in the context of an academic assignment;
2. Fabricating or altering information or data and presenting it as legitimate; and/or
3. Providing false or misleading information to an instructor or any other university staff
member.
Copyright Violation:
Walden recognizes and respects intellectual property rights. As part of its mission to maintain
the highest standards for ethical conduct, the university requires its employees, instructors,
students, and other university community members to use copyrighted materials in a lawful
manner.
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