This syllabus outlines an online business writing course that aims to help students develop important communication skills for the workplace. It covers key genres like business correspondence, reports, presentations, public relations materials, and professional profiles. Students will complete projects in various multimedia formats like podcasts, slidecasts and screencasts. The course also emphasizes responding to different audiences, applying intercultural communication skills, and crisis communication. Students are evaluated based on completing projects and online participation assignments.
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
The Professional Certificate in Web Accessibility provides a gateway to accessibility for web professionals. The course is offered online over six weeks by the University of South Australia and W3C member Media Access Australia. Here, lecturers Associate Professor Denise Wood and Dr Scott Hollier talk through the Professional Certificate in Web Accessibility at OZeWAI 2012.
More info: mediaaccess.org.au/learn
10 Tips for Creating Accessible Online Course Content3Play Media
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
The challenges of making online course content accessible
The legal landscape for online learning and accessibility
Challenges and solutions for instructors and administrators
Developing an accessibility statement and accessibility policies
10 tips for creating accessible course content
In-House Captioning Workflows and Economic Analysis3Play Media
Most colleges and universities are required by law to provide closed captions for students who are deaf or hard of hearing. However, cost is often a considerable limiting factor when it comes to captioning, as not all schools have the budget to hire a captioning vendor. If you are facing this issue, in-house captioning might be a solution to consider.
In this webinar, Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through in-house captioning workflows and timelines. In addition, he will provide a captioning cost analysis by fiscal year, demonstrating the economics of captioning as George Mason’s workflow has developed over the years. Topics covered include:
- Initiating an in-house captioning pilot program
- Developing and evolving a captioning workflow
- In-house captioning workflows for video platforms
- A timeline of George Mason University’s captioning initiative
- An economic analysis of in-house captioning over 3 years
- A closer look at the cost of in-house captioning per minute of content
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Creating Accessible PDFs with Acrobat: Requirements, Implementation, and Eval...3Play Media
In this webinar, the Chief Accessibility Officer of SSB BART Group, Jonathan Avila, will walk you through the requirements for PDF accessibility. He will provide you with implementation and evaluation techniques that you can follow to create accessible documents with Acrobat XI. You'll learn how to provide textual alternatives for visual elements as well as how to use various Acrobat tools that will make accessibility implementation as simple as possible.
In this webinar, Jonathan will cover:
Creation of accessible source documents
Use of proper heading structure and reading order
Textual alternatives for visual elements
Using the Make Accessible Wizard and Accessibility Checker in Acrobat
Using the Touch-up Reading Order and Tags panels
Best practices to maintain and update document creation processes and ensure ongoing accessibility
The Professional Certificate in Web Accessibility provides a gateway to accessibility for web professionals. The course is offered online over six weeks by the University of South Australia and W3C member Media Access Australia. Here, lecturers Associate Professor Denise Wood and Dr Scott Hollier talk through the Professional Certificate in Web Accessibility at OZeWAI 2012.
More info: mediaaccess.org.au/learn
10 Tips for Creating Accessible Online Course Content3Play Media
In our media-centric society, the desire and need for online learning is at an all-time high. However, as more academic content goes online, the industry is running into a stumbling block as they struggle to make their online courses accessible. With recent lawsuits in higher education and updates to Section 508 on the horizon, it is more important than ever that online learning content be made accessible to students with disabilities.
In this webinar, Janet Sylvia, Web Accessibility Group Leader and Web Accessibility Trainer, will provide you with 10 tips for making your online course material accessible.
Janet will cover:
The challenges of making online course content accessible
The legal landscape for online learning and accessibility
Challenges and solutions for instructors and administrators
Developing an accessibility statement and accessibility policies
10 tips for creating accessible course content
In-House Captioning Workflows and Economic Analysis3Play Media
Most colleges and universities are required by law to provide closed captions for students who are deaf or hard of hearing. However, cost is often a considerable limiting factor when it comes to captioning, as not all schools have the budget to hire a captioning vendor. If you are facing this issue, in-house captioning might be a solution to consider.
In this webinar, Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through in-house captioning workflows and timelines. In addition, he will provide a captioning cost analysis by fiscal year, demonstrating the economics of captioning as George Mason’s workflow has developed over the years. Topics covered include:
- Initiating an in-house captioning pilot program
- Developing and evolving a captioning workflow
- In-house captioning workflows for video platforms
- A timeline of George Mason University’s captioning initiative
- An economic analysis of in-house captioning over 3 years
- A closer look at the cost of in-house captioning per minute of content
The Road to EIT Accessibility at Four Colleges: A Centralized Approach3Play Media
In 2015, the Five College consortium in Western Massachusetts created a new shared position to better address the growing challenges associated with campus-wide Electronic and Information Technology (EIT) accessibility at four private colleges.
As the new EIT Accessibility Coordinator for Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Rob Eveleigh has worked with the schools to develop and implement parallel and collaborative campus-wide EIT accessibility solutions.
In this webinar, Rob will share the successes, challenges, and lessons learned in the concurrent development of four EIT Accessibility programs across the colleges he coordinates.
Topics will include:
Developing individual and centralized goals for EIT accessibility across four colleges
Parallel and collaborative solutions for multi-campus college EIT accessibility programs
Strategies for getting administrative buy-in for accessibility
EIT Accessibility rubrics and guidelines
Lessons learned in the first year of a shared EIT Accessibility Coordinator position
Empowering YouTube for Higher Education3Play Media
This webinar will teach you how to leverage your YouTube videos to create an engaging learning portal for your students. Justin McCutcheon, the CEO and co-founder of Cattura, will walk you through the tools available for utilizing learning solutions that bridge Google Apps for Education, YouTube, and other Google services to create a rich video experience for your YouTube videos directly inside of your learning management system course.
This webinar will cover:
- An overview of video solutions with Google Apps for Education and YouTube
- Creating a well-organized YouTube course portal
- Delivering lecture capture and flipped classroom content to YouTube
- Making recorded and public YouTube videos accessible with closed captions
- Enriching YouTube videos with time-coded video metadata to drive notes, chapters, tags, and video search
- Creating a complete educational integration between Google Apps for Education and your LMS
- Leveraging Google tools such as YouTube annotations, video clipping, and Google Analytics to improve your educational video content
Creating Accessible PDFs with Acrobat: Requirements, Implementation, and Eval...3Play Media
In this webinar, the Chief Accessibility Officer of SSB BART Group, Jonathan Avila, will walk you through the requirements for PDF accessibility. He will provide you with implementation and evaluation techniques that you can follow to create accessible documents with Acrobat XI. You'll learn how to provide textual alternatives for visual elements as well as how to use various Acrobat tools that will make accessibility implementation as simple as possible.
In this webinar, Jonathan will cover:
Creation of accessible source documents
Use of proper heading structure and reading order
Textual alternatives for visual elements
Using the Make Accessible Wizard and Accessibility Checker in Acrobat
Using the Touch-up Reading Order and Tags panels
Best practices to maintain and update document creation processes and ensure ongoing accessibility
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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1. ENGL 313 SYLLABUS Page 1 of 4
Business
Writing
Victoria M. Arthur, PhD
varthur@uidaho.edu| brink hall room #229|208 885-6156
This course will help you build communication competencies identified by the
United States Department of Labor and industry focus groups as the most
important to employers. In addition to problem solving and writing skills,
employers list oral communication skills as among the most important for
graduates.
Moreover, the ability to effectively apply these skills within intercultural contexts is
highly valued in today’s global workplace. Finally, business communication is
increasingly produced across a wide variety of multi-media platforms requiring
skills in aural, oral, textual, and visual literacies. The projects in this course are
designed to help you meet these challenges and prepare you to successfully
communicate in today's workplace.
At the end of the course, you will have sample work that demonstrates your
ability to communicate in the following business genres:
• internal and external business correspondence (letter, memo, email)
• information genres (white paper, informal memo report)
• presentation genres (podcast; slidecast; screencast)
• public relations genres (PSA)
• data gather genres (electronic research dossier)
• job application genres (cover letter; resume/CV, LinkedIn profile)
2. ENGL 313 SYLLABUS Page 2 of 4
LEARNING OBJECTIVES: After completing this course, you will be able to:
1. respond to rhetorical situations that arise within business environments
complicated by ethical, political, social, and cultural concerns,
2. learn and apply specific conventions used in US business communities such
as tone, style, and genre and adjust those conventions to meet the needs of
culturally diverse audiences,
3. communicate solutions to rhetorical problems through a variety of print and
electronic genres.
TEXTBOOK. The textbook is free, online, and in the bblearn course website.
Grades: Final grades are based on successful completion of the following five
projects (80%) plus asynchronous participation assignments (20%).
PROJECT 1: Interpersonal Communication (10%) In this project, you will respond
to a business case study requiring written communication to three different
audiences using both external and internal workplace genres. Next, you will
create an audio-only podcast about presentation speaking style.
PROJECT 2: Visual Communication (15%). In this project, you will create a Public
Service Announcement for a client and justify design choices in a screencast.
PROJECT 3: Intercultural Communication (20%). In this project, you will
compose a creative design brief to plan and create an intercultural slidecast
guide for an American business or organization whose employees will be soon
be working in another country and culture.
PROJECT 4: Crisis Communication (25%). In this project, you will gather and
analyze communication before, during, and after a crisis event using a
research dossier in Evernote. You will then draw upon this research to write a
white paper and compose a screencast that analyzes a spokesperson's
apology. This project includes composing and populating an electronic
research dossier.
PROJECT 5: Professional Identity (10%) In this project, you will write a targeted
cover letter and resume or curriculum vitae and create a LinkedIn profile.
ONLINE PARTICIPATION (20%). Each project includes participation activities
such as brainstorming ideas with others, online peer reviews etc.
3. ENGL 313 SYLLABUS Page 3 of 4
Course Policies
1.1 Online Participation. Success in this course is dependent on your active
participation and engagement throughout the course. As such, students
are required to actively participate in asynchronous online activities by
the deadline listed in project schedules.
1.2 Course Textbook. The course textbook is free and is in slidedoc format.
Slidedocs are slideshows designed to be read and do not contain audio.
Slidedocs are embedded on each project page and a PDF version is
posted below each one for students who prefer to print and read these.
1.3 Technology Requirements.
• Computer in good working order.
• Reliable Internet Connectivity.
• Microphone. Most computers have an integrated microphone that will
work fine for this course.
If you need to purchase one, however, here are two inexpensive
microphones that bblearn recommends: Logitech 1 ($14.99) and
Logitech 2 ($19.99).
• Reliable Backup. You will need a reliable backup to store the latest
drafts of your work other than the hard drive of your computer or an
easily lost thumb drive. Here is one the course recommends
http://www.dropbox.com.
1.4 Multimedia Project Deliverables. Four of the projects require both written
and multimedia communication deliverables (an audio-only podcast,
slidecast, and two screencasts). A deliverable is another way of saying
assignment and the course uses this word to more accurately define the
type of workplace writing you will be doing.
Students are not expected to have prior experience in producing
multimedia products and will be invited to create these using free, cloud-
computing tools that will also host the file.
Should you choose to create your digital media file another way, your file
must be hosted in the cloud and play as a video without a user needing
to download it first.
4. ENGL 313 SYLLABUS Page 4 of 4
1.5 Accepted File Formats. The following are the only accepted file formats.
• Print Deliverables: Word or PDF.
• PSA Billboard or Poster Deliverable: jpg, png, or other image file; Word,
PPT or PPTX, PDF file; or the URL where the file is hosted.
• Multimedia Deliverables: URL where the file is hosted.
Digital media files (MP3, MP4, etc.) are not accepted in this course
because you are practicing how such files are shared in the workplace.
All digital files must be hosted in the cloud and play as a video without a
user needing to download it first.
1.6 Deadlines. All work is due by 11:59 PM on the day/date indicated in each
project schedule.
1.7 Late Work Policies
Online Participation Activities. Late work will not be accepted.
Project Deliverables. I will accept late project deliverables up to 24 hours
after the deadline has passed. To avoid a point penalty, please explain the
nature of the problem or emergency that caused you to miss the deadline
in the comment box in bblearn. This policy is to be used for a short-term
emergency such as an internet outage and should never be treated as
additional time to complete work.
1.8 Confirming Submissions. Students are responsible for confirming that all work
submitted properly in the bblearn project submission drop box, and this
includes confirming that files will open and that any URL addresses work.
The drop box is set to accept unlimited attempts, but if your work does not
submit correctly or if you failed to submit part of it, submit all work again in
a single attempt because all submissions except the last will be deleted.
1.9 University Disability Support Services. Reasonable accommodations will be
made for students with disabilities. Disability Support Services must approve
your request: (208) 885-6307• dss@uidaho.edu
1.10 Plagiarism. Violation the University of Idaho Student Code of Conduct will
result in a course grade of ‘F'.
1.11 Contacting Me. You are invited to email me when you have a question or
need help composing a project deliverable. I answer emails 8 am-5 pm
weekdays and reply within 24 hours.