The document provides guidance to students on frequently asked questions about an online course. It addresses questions about syllabus contents, due dates, discussion boards, submitting assignments, plagiarism software, citing sources, exams, late work, technical issues, and contacting the instructor. Key details like discussion board due dates, what constitutes an appropriate citation, and steps to take when having technical problems are explained.
The document provides tips for passing a math class, including reading textbooks, attending every class, doing homework, taking good notes, studying from notes, and using exam strategies. It suggests that to get an A, students should teach others, use practice tests before exams, make flashcards, avoid cramming, and get enough sleep before tests. The key is finding time to do all the components, as failing to "study smart" is why most students fail or withdraw from math courses.
Presentation by Michael Filmowicz on September 21, 2011. First Practice Session in Surrey TA Training series organized by the SFU Teaching and Learning Centre.
This document provides an overview of the 5A3150 DMCM unit. It introduces the course directors, David Edmundson-Bird and Brendan Keegan, and outlines what students will learn through problem-based learning and working on a digital marketing assignment and blog for a company. It describes the commitments expected of both students and course directors, the core texts and reading materials, and the program of weekly lectures and workshops to support completing the assignment. Students are asked to begin organizing their learning sets and reading the assignment requirements.
This document provides information about an English composition course titled EWRT 1B: Winter 2015. It outlines the course goals, requirements, texts, grading breakdown, policies, and logistics. The main goals are to develop students' ability to understand complex texts and convey that understanding through essays. Requirements include class participation, assignments, four formal papers, online posts, and tests. The grading is based on a 1000 point scale divided among essays, online posts, exams, and participation. Various policies cover essay submissions, attendance, conduct, late work, and revisions.
This document provides the table of contents for an instructor's guide for the 5th edition of the textbook "Managerial Economics: A Problem-Solving Approach" by Froeb et al. The guide contains resources for each textbook chapter including main points, videos, in-class problems, additional anecdotes, teaching notes, and other supplemental materials. It provides tips for instructors on how to effectively use the guide to supplement textbook material and engage students, such as building courses around deliverables, using real business examples to motivate concepts, and keeping students actively involved through cold calling and in-class problems.
The document discusses using station-based learning in a classroom, with students rotating through different activities. It recommends having three stations: 1) reviewing notes taken at home, 2) doing math practice problems, and 3) working on projects or quizzes online. The author advocates using timers to keep students on task and facilitating student collaboration. Notes are assigned as homework, while class time focuses on practice. Assessments are administered through online tools like ThatQuiz to reduce grading workload.
Interview, Process of interview, How to Success in Interview, Viva Voce in Bangladesh, Critical Success factor in Viva Voce, Viva voce preparation, Success to viva voce, key remember in viva voce.
This document outlines the top 10 common mistakes that teachers make. Some of the key mistakes include: calling on students cold without giving them time to think; turning classes into boring PowerPoint presentations; having students work in groups without individual accountability; failing to establish the relevance of course content; and giving tests that are too long for students to reasonably complete. The document provides suggestions for better approaches, such as using active learning techniques like small group work and individual accountability for group assignments.
The document provides tips for passing a math class, including reading textbooks, attending every class, doing homework, taking good notes, studying from notes, and using exam strategies. It suggests that to get an A, students should teach others, use practice tests before exams, make flashcards, avoid cramming, and get enough sleep before tests. The key is finding time to do all the components, as failing to "study smart" is why most students fail or withdraw from math courses.
Presentation by Michael Filmowicz on September 21, 2011. First Practice Session in Surrey TA Training series organized by the SFU Teaching and Learning Centre.
This document provides an overview of the 5A3150 DMCM unit. It introduces the course directors, David Edmundson-Bird and Brendan Keegan, and outlines what students will learn through problem-based learning and working on a digital marketing assignment and blog for a company. It describes the commitments expected of both students and course directors, the core texts and reading materials, and the program of weekly lectures and workshops to support completing the assignment. Students are asked to begin organizing their learning sets and reading the assignment requirements.
This document provides information about an English composition course titled EWRT 1B: Winter 2015. It outlines the course goals, requirements, texts, grading breakdown, policies, and logistics. The main goals are to develop students' ability to understand complex texts and convey that understanding through essays. Requirements include class participation, assignments, four formal papers, online posts, and tests. The grading is based on a 1000 point scale divided among essays, online posts, exams, and participation. Various policies cover essay submissions, attendance, conduct, late work, and revisions.
This document provides the table of contents for an instructor's guide for the 5th edition of the textbook "Managerial Economics: A Problem-Solving Approach" by Froeb et al. The guide contains resources for each textbook chapter including main points, videos, in-class problems, additional anecdotes, teaching notes, and other supplemental materials. It provides tips for instructors on how to effectively use the guide to supplement textbook material and engage students, such as building courses around deliverables, using real business examples to motivate concepts, and keeping students actively involved through cold calling and in-class problems.
The document discusses using station-based learning in a classroom, with students rotating through different activities. It recommends having three stations: 1) reviewing notes taken at home, 2) doing math practice problems, and 3) working on projects or quizzes online. The author advocates using timers to keep students on task and facilitating student collaboration. Notes are assigned as homework, while class time focuses on practice. Assessments are administered through online tools like ThatQuiz to reduce grading workload.
Interview, Process of interview, How to Success in Interview, Viva Voce in Bangladesh, Critical Success factor in Viva Voce, Viva voce preparation, Success to viva voce, key remember in viva voce.
This document outlines the top 10 common mistakes that teachers make. Some of the key mistakes include: calling on students cold without giving them time to think; turning classes into boring PowerPoint presentations; having students work in groups without individual accountability; failing to establish the relevance of course content; and giving tests that are too long for students to reasonably complete. The document provides suggestions for better approaches, such as using active learning techniques like small group work and individual accountability for group assignments.
Quickly and Easily Complete your Mandatory RSA course for NSW.
An RSA course opens many doors to employment but it is mandatory.
In this presentation we step you through the process to show you what to expect.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
Orientation Summer school Powerpoint 2014lisawhipp
Lisa Whipp teaches Algebra 1 and 2 during the regular school year and is available to help students during summer school via in-person lab hours on Mondays and Wednesdays at Eastvale High School as well as virtual hours. Students are expected to work independently online for 5 or more hours daily to complete the course by deadlines of June 30th if taking two classes or July 22nd. Whipp provides contact information and encourages students to reach out for help, check messages daily, and follow directions carefully to successfully complete the online algebra course over the summer term.
Presentation 2019.12.02 9 human centered enterprising 1:2Andres Parraguirre
How to use human-centered design to solve big problems that led to big business opportunities?
What is human-centered design?
How can it be applied?
How is its process?
What are its mindsets?
Sources: IDEO + Acument Introduction to HCD
This document outlines the structure and expectations for a flipped classroom course. It explains that students are expected to watch mini-lecture videos and complete accompanying handouts before class. Class time is then spent clarifying material, working problems in groups and individually, and having occasional short lectures. Students provide feedback that they like having the lectures before class so they come prepared and the instructor is available to answer questions. Some students find the videos helpful while others prefer in-class lectures. Suggestions are made to improve the videos and ensure student understanding.
The document outlines the agenda and expectations for the first class of a literature course, including establishing a class website account, reviewing the syllabus and grading policies, expectations for honors students, and the first homework assignment of posting a question about the introduction reading.
This document provides an overview and expectations for an Exploring Technology course. The course will introduce students to word processing, spreadsheets, presentations, email, the internet, and technology's impact. The teacher's name is Ms. Griffin and she expects all assignments to be completed on time to earn an A. Students should communicate with the teacher via scheduled chats, email, phone or office hours. Late assignments will be penalized, and different assignment types require different submission methods. Troubleshooting tips are provided for technical issues.
This document provides an agenda and overview for the first class of a hybrid literature course. It discusses the hybrid format, adding and switching between the regular and honors sections, expectations, assignments, participation through teamwork, required texts, and policies. Students are expected to complete weekly homework online and participate in class discussions for points. The class website provides course materials and a place for students to post homework responses.
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Joyce Williams will be the instructor for ALH 110 and outlines her expectations for students in the course. She expects students to be self-motivated, communicate respectfully, submit assignments on time, and adhere to the student code of conduct. As the instructor, Williams will respond to emails and questions within 24-48 hours, post modules and assignments before each week, and grade assignments within 72 hours of the deadline.
This document provides an overview of the key aspects of an online entrepreneurship course, including communication with the instructor, course design, assignments, and assessments. The course consists of 7 modules completed over 2-week periods, with readings, videos, activities and a blog for each module. Students will develop a business idea and pitch over the semester. Assessments include module quizzes/activities and a final exam. The instructor encourages communication via email and social media and is available by appointment on campus.
Simple Online Presentations - June 2013 #tic13Vicki Davis
Teach presenters and the audience how to have a successful online classroom. Enable the behaviors to help more learning, more interaction, and more engagement happen.Learn how to teach students to be successful online students.
The document provides sarcastic advice for doing poorly on final exams by being unprepared and not following exam rules. It recommends leaving for the exam at the last minute without supplies, not writing answers in the correct areas, working quickly without thinking, and using outside materials - all of which could result in a failed exam or accusations of cheating. The conclusion reiterates that students should prepare properly and follow instructions to do their best.
This document provides advice on mistakes to avoid on exams and focuses on mistake number three, which is stopping to look up every unknown word in a dictionary during an exam. It cautions that this wastes time and can prevent understanding the full text since readers may lose context. Instead, it recommends memorizing important words and phrases provided in a linked flashcard set to have definitions ready without wasting exam time searching a dictionary.
1) The document provides instructions for students taking an online course about Costa Rica, including noting to read announcements from their teacher daily, completing assignments by midnight on Fridays of each week, and contacting their teacher if they have any questions.
2) It explains how to access assignments and grades, submit speaking assignments, and find important course resources like the schedule of assignments and Blackboard IM.
3) Students are advised to spend 2-3 hours daily on the course, completing the number of assignments due that week by dividing the total by 5 to stay on track.
The document provides tips and a schedule for managing coursework as a student. It recommends checking the class schedule on Monday to see what will be covered that week. It also suggests reviewing emails, creating a to-do checklist, and doing a picture walk of textbook chapters. The schedule example involves reading and watching videos Monday through Wednesday and completing homework, quizzes, and discussion posts Thursday through Saturday. It emphasizes taking breaks, managing time realistically, and using the class schedule to stay on track.
Ms. Bussey outlines expectations, rules, and procedures for her class. She expects students to come prepared to work and be responsible learners by reading materials and taking notes. Rules include no food/drinks, respecting equipment, and not accessing unauthorized websites or downloading without permission. Consequences for breaking rules include detention or calls home. Procedures include lining up quietly, checking the board agenda, logging into computers for warm-ups.
Suggestions from CBIS 101 students to future CBIS 101 on strategies to be successful during the semester. Includes time management, use of class documents, communication and submitting weekly homework.
Stephanie Thomas introduces herself as the instructor for the economics of wages and employment course. She provides an overview of the course Blackboard site, explaining the different sections where students can find information about the course, instructor, readings, lecture materials, multimedia resources, and more. Thomas emphasizes checking the "To Do Before Next Lecture" section regularly to stay on track and be prepared. She is available by email or office hours to answer any questions.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
ADMG374 – IT Project ManagementWelcome WeekAttendance.docxnettletondevon
This document provides an overview of an IT project management course. The key points are:
- The class is a hybrid class that meets three times per week on campus and online. It is a flipped classroom where students complete readings before class.
- The course covers topics like project management, IT strategies, and uses Microsoft Project. Students complete individual and group assignments as well as a class project.
- The instructor's background is outlined, including over 30 years of industry experience. Contact information and policies are also reviewed.
This 3 sentence summary provides the essential information about the document:
This document outlines the course details for BA 131/CS 120, an introductory computer course offered at Treasure Valley Community College during winter 2012. The course will provide an overview of basic computer hardware, software, operating systems, email, internet and networks. Students will complete hands-on assignments, exams, and an e-portfolio to demonstrate their competency in Microsoft Word, Excel, PowerPoint and other technology topics. The instructor, Carol Billing, expects students to attend regularly, complete all assignments by the deadlines, and treat everyone in the class with courtesy and respect.
Quickly and Easily Complete your Mandatory RSA course for NSW.
An RSA course opens many doors to employment but it is mandatory.
In this presentation we step you through the process to show you what to expect.
In this unit, students are introduced to communication methods for the course, assignments, and policies. They are instructed to introduce themselves on the discussion board, read the syllabus and communication guidelines, and respond to two classmates' introductions. The grading scale and late policies are also outlined. Late assignments will receive a 20-30% deduction, and no work will be accepted more than two weeks late without extenuating circumstances. The writing center is available to help with papers and can be accessed through the Kaplan homepage or academic support tab.
Orientation Summer school Powerpoint 2014lisawhipp
Lisa Whipp teaches Algebra 1 and 2 during the regular school year and is available to help students during summer school via in-person lab hours on Mondays and Wednesdays at Eastvale High School as well as virtual hours. Students are expected to work independently online for 5 or more hours daily to complete the course by deadlines of June 30th if taking two classes or July 22nd. Whipp provides contact information and encourages students to reach out for help, check messages daily, and follow directions carefully to successfully complete the online algebra course over the summer term.
Presentation 2019.12.02 9 human centered enterprising 1:2Andres Parraguirre
How to use human-centered design to solve big problems that led to big business opportunities?
What is human-centered design?
How can it be applied?
How is its process?
What are its mindsets?
Sources: IDEO + Acument Introduction to HCD
This document outlines the structure and expectations for a flipped classroom course. It explains that students are expected to watch mini-lecture videos and complete accompanying handouts before class. Class time is then spent clarifying material, working problems in groups and individually, and having occasional short lectures. Students provide feedback that they like having the lectures before class so they come prepared and the instructor is available to answer questions. Some students find the videos helpful while others prefer in-class lectures. Suggestions are made to improve the videos and ensure student understanding.
The document outlines the agenda and expectations for the first class of a literature course, including establishing a class website account, reviewing the syllabus and grading policies, expectations for honors students, and the first homework assignment of posting a question about the introduction reading.
This document provides an overview and expectations for an Exploring Technology course. The course will introduce students to word processing, spreadsheets, presentations, email, the internet, and technology's impact. The teacher's name is Ms. Griffin and she expects all assignments to be completed on time to earn an A. Students should communicate with the teacher via scheduled chats, email, phone or office hours. Late assignments will be penalized, and different assignment types require different submission methods. Troubleshooting tips are provided for technical issues.
This document provides an agenda and overview for the first class of a hybrid literature course. It discusses the hybrid format, adding and switching between the regular and honors sections, expectations, assignments, participation through teamwork, required texts, and policies. Students are expected to complete weekly homework online and participate in class discussions for points. The class website provides course materials and a place for students to post homework responses.
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Joyce Williams will be the instructor for ALH 110 and outlines her expectations for students in the course. She expects students to be self-motivated, communicate respectfully, submit assignments on time, and adhere to the student code of conduct. As the instructor, Williams will respond to emails and questions within 24-48 hours, post modules and assignments before each week, and grade assignments within 72 hours of the deadline.
This document provides an overview of the key aspects of an online entrepreneurship course, including communication with the instructor, course design, assignments, and assessments. The course consists of 7 modules completed over 2-week periods, with readings, videos, activities and a blog for each module. Students will develop a business idea and pitch over the semester. Assessments include module quizzes/activities and a final exam. The instructor encourages communication via email and social media and is available by appointment on campus.
Simple Online Presentations - June 2013 #tic13Vicki Davis
Teach presenters and the audience how to have a successful online classroom. Enable the behaviors to help more learning, more interaction, and more engagement happen.Learn how to teach students to be successful online students.
The document provides sarcastic advice for doing poorly on final exams by being unprepared and not following exam rules. It recommends leaving for the exam at the last minute without supplies, not writing answers in the correct areas, working quickly without thinking, and using outside materials - all of which could result in a failed exam or accusations of cheating. The conclusion reiterates that students should prepare properly and follow instructions to do their best.
This document provides advice on mistakes to avoid on exams and focuses on mistake number three, which is stopping to look up every unknown word in a dictionary during an exam. It cautions that this wastes time and can prevent understanding the full text since readers may lose context. Instead, it recommends memorizing important words and phrases provided in a linked flashcard set to have definitions ready without wasting exam time searching a dictionary.
1) The document provides instructions for students taking an online course about Costa Rica, including noting to read announcements from their teacher daily, completing assignments by midnight on Fridays of each week, and contacting their teacher if they have any questions.
2) It explains how to access assignments and grades, submit speaking assignments, and find important course resources like the schedule of assignments and Blackboard IM.
3) Students are advised to spend 2-3 hours daily on the course, completing the number of assignments due that week by dividing the total by 5 to stay on track.
The document provides tips and a schedule for managing coursework as a student. It recommends checking the class schedule on Monday to see what will be covered that week. It also suggests reviewing emails, creating a to-do checklist, and doing a picture walk of textbook chapters. The schedule example involves reading and watching videos Monday through Wednesday and completing homework, quizzes, and discussion posts Thursday through Saturday. It emphasizes taking breaks, managing time realistically, and using the class schedule to stay on track.
Ms. Bussey outlines expectations, rules, and procedures for her class. She expects students to come prepared to work and be responsible learners by reading materials and taking notes. Rules include no food/drinks, respecting equipment, and not accessing unauthorized websites or downloading without permission. Consequences for breaking rules include detention or calls home. Procedures include lining up quietly, checking the board agenda, logging into computers for warm-ups.
Suggestions from CBIS 101 students to future CBIS 101 on strategies to be successful during the semester. Includes time management, use of class documents, communication and submitting weekly homework.
Stephanie Thomas introduces herself as the instructor for the economics of wages and employment course. She provides an overview of the course Blackboard site, explaining the different sections where students can find information about the course, instructor, readings, lecture materials, multimedia resources, and more. Thomas emphasizes checking the "To Do Before Next Lecture" section regularly to stay on track and be prepared. She is available by email or office hours to answer any questions.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
ADMG374 – IT Project ManagementWelcome WeekAttendance.docxnettletondevon
This document provides an overview of an IT project management course. The key points are:
- The class is a hybrid class that meets three times per week on campus and online. It is a flipped classroom where students complete readings before class.
- The course covers topics like project management, IT strategies, and uses Microsoft Project. Students complete individual and group assignments as well as a class project.
- The instructor's background is outlined, including over 30 years of industry experience. Contact information and policies are also reviewed.
This 3 sentence summary provides the essential information about the document:
This document outlines the course details for BA 131/CS 120, an introductory computer course offered at Treasure Valley Community College during winter 2012. The course will provide an overview of basic computer hardware, software, operating systems, email, internet and networks. Students will complete hands-on assignments, exams, and an e-portfolio to demonstrate their competency in Microsoft Word, Excel, PowerPoint and other technology topics. The instructor, Carol Billing, expects students to attend regularly, complete all assignments by the deadlines, and treat everyone in the class with courtesy and respect.
This document provides information about what to expect from an online class. It discusses expectations for participation, time commitment, and responsibilities. Students can expect to feel lost initially but should contact the instructor for help. They are expected to log in frequently, meet all assignment deadlines, and submit work on time despite any technical issues. To succeed, students must be self-motivated, self-reliant, and develop backup plans for submitting work in case of computer problems. The document emphasizes time management and participation are keys to succeeding in an online environment.
This document provides frequently asked questions (FAQ) for students taking an online course. It addresses questions about time commitment, communication, expectations, and skills needed. While online courses are flexible, students should expect the same workload as a face-to-face class. Instructors provide structure through deadlines and may require real-time activities. Success relies on self-motivation, organization, time-management and computer skills to navigate the online platform and communicate virtually.
This document provides information about an introductory programming course including meeting times, instructor details, required materials, course description, expectations, assignments, and policies. The course introduces programming concepts and skills through weekly readings, tutorials, in-class challenges, and creative projects. Students will complete labs, exams, quizzes and larger projects throughout the semester and be evaluated based on technical and creative merits. Academic integrity, collaboration, and disability accommodation policies are also outlined.
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about the skills needed for online students, online etiquette, course expectations, communicating with instructors and classmates, academic honesty policies, and computer and internet requirements. Students are advised that online courses require similar time commitments and workloads as traditional classes. Instructors expect students to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions.
This document provides frequently asked questions and answers for online students. It addresses questions about the format of online classes, time commitment expectations, communication tools used, academic honesty policies, and technical skills needed. Most successful online students are self-motivated, organized, manage their time well, and are familiar with computers and the internet. While online classes do not meet in person, students are expected to adhere to standards of courtesy, professionalism, and academic honesty in their online interactions and submissions.
This document provides answers to frequently asked questions about online courses. It explains that most online courses have deadlines and are not self-paced. Students should plan to spend a similar amount of time on an online course as a face-to-face course, including time reading, doing homework, and participating in online discussions. While students have flexibility in when they complete assignments, they must meet deadlines. Communication in online courses occurs through bulletin boards, chat rooms, and email. Taking an online course requires self-motivation, time management skills, and computer/internet literacy. Students do not need their own computer but do need access to complete coursework.
This document provides frequently asked questions and guidance for students taking an online course. It addresses questions about the time commitment required, communication methods, academic honesty, and basic computer and internet skills needed. While an online course allows flexibility in when work is completed, students should expect to spend the same amount of time as a traditional course, with regular participation and adherence to deadlines. Instructors provide guidance and support through email, discussion boards, and virtual office hours.
This document provides information from Mrs. Strickland about her Spring 2017 Geometry course. It includes her contact information and office hours. It outlines the academic policies regarding plagiarism, conduct, attendance, and withdrawals. It provides details about course requirements, technologies needed, grading policies, pacing, and the final exam. The goal is to ensure students have the resources and understanding to be successful in the online course.
This document provides frequently asked questions and answers for students taking an online astronomy course. It addresses questions about course structure, expectations, communication tools, and skills needed for online learning. The key points are:
- The course will be conducted entirely online using tools like email, discussion boards, and online software, with deadlines but not required login times.
- Students should expect the same workload as a face-to-face course, spending 4-5 hours per week on readings, assignments, and discussions.
- Strong computer, internet research, time management, and self-motivation skills are important for succeeding in the online format.
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about course structure, communication, expectations, and etiquette. It notes that online classes require self-motivation, organization, time management skills and computer literacy. It also clarifies that online classes have the same workload as face-to-face classes and involve interacting through an online learning platform rather than meeting in-person. Academic honesty is still required.
This document provides frequently asked questions and answers for students taking online courses. It addresses questions about course information, online etiquette, time commitment, communication, and expectations for online students. Successful online students are self-motivated, organized, have good time management skills, are familiar with computers and the internet, and actively seek answers. While deadlines exist, the work is not necessarily self-paced or required at specific times. Students interact online through course websites rather than meeting in-person. Communication occurs via online bulletins, chats, and email. The workload is similar to face-to-face classes and academic honesty is still required.
This document outlines classroom procedures and expectations for a technology education course. It addresses seven common questions students have on the first day, including where to sit, who the teacher is, classroom rules, grading policies, and what assignments will be required. The procedures cover entering and exiting the classroom, turning in assignments, participating in discussions, getting help, and dismissing class. Students are expected to follow the outlined procedures to have an orderly classroom environment and be successful in the course. Consequences are provided for not meeting expectations.
Week 4 Lesson on Study Skills and Time ManagementStepfan Ng
This lesson focuses on how to manage your time, how to note take, how to prepare for tests, and closes with some tips for online learning and helpful UCI resources.
The document provides an overview and instructions for taking an online course through eCornell. It outlines the technical requirements, course structure, expectations for participation, and tips for maximizing the learning experience. The asynchronous course is open for 2 weeks, during which students should spend about an hour every other day interacting on discussion boards. After the course closes, students have an additional 6 weeks to review materials. To pass, students must complete all required assignments by the deadline. Contact information is provided in case students need assistance.
The document provides an overview of the first class of the W200 course. It introduces the instructor, Mrs. Lee, the course coordinator, and expectations for the course. It outlines setting up required online accounts, discussing how technology has shifted education, and exploring new technology-focused high school models like New Tech High schools in Indiana. Students are expected to actively participate in all class activities and assignments.
This document provides information about an online Office Administration course. It introduces the instructor, Katy Adams, and provides details about her background and availability. It outlines the materials needed for the course and technical requirements. It also provides guidance on how to navigate the course site and instructions for getting started with assignments. Students are advised to check the site regularly and contact the instructor with any questions.
This document outlines information about the CS 101 Introduction to Computer Science course at the University of Virginia. It introduces the instructors, Aaron Bloomfield and Michele Co, and describes the course objectives, structure, grading criteria, and policies. The course will introduce programming using Java and theoretical computer science topics. It meets three times a week and has additional lab sections. Grading will be based on labs, homework assignments, midterm exams, lab quizzes, and a final exam. Students are expected to follow the University Honor Code.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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4. SYLLABUS
● Your syllabus is so long because
in online courses I never get to
have my “first lecture” with you
and explain all the important
aspects of the course.
● I also never get to do my second
or third lecture with you to clarify
things that may be confusing.
● So, I have to pack it all into the
syllabus. This is our contract.
Please get very familiar with it!
● To find something:
o Do a WORD SEARCH
Type in “calendar” or
“exam” or “rubric”
You can quickly find what
you need like that
QUESTION:
Omg, it’s so long.
Why is it so long
and how do you
expect me to find
what I need in
there?
5. DUE
DATES
● Check the Course Calendar
● Read the weekly Announcements
● All assignments, DF's, and exams are open
at the beginning of the week they are
assigned at 12:00am and are due by the
last day of the week they are assigned
by 11:59pm unless otherwise noted in the
syllabus and the Weekly Announcements,
like with papers and projects
● They become unavailable after they are
due. You will not be able to access them or
post in DF’s after the due date. You'll still
be able to see the DF's in read-only view.
● Due dates are always the same each
week.
QUESTION:
How do I know
when things are
due?
6. DISCUSSION
BOARDS
Each DF has two due dates
o Your ORIGINAL POSTS are due
by THURSDAY by 11:59pm.
o Your PEER RESPONSES and
response to the INSTRUCTOR
POST are due by SUNDAY by
11:59pm
o Instructor Post will be posted
on FRIDAYs
o Late posts are NOT graded
o Early posts are awesome!
QUESTION:
When are DF’s
due?
7. DISCUSSION
BOARDS A sentence is at least 10-
words.
● Okay:
o “The authors emphatically state that you
cannot kill two birds with one stone.”
o “Yolanda, I completely agree that a bird
in hand is better than two in a bush
because it has been empirically proven.”
● Not okay:
o “I cannot stand birds.”
o “Yolanda, I completely agree!”
● You will NOT get credit for
sentences that are not
substantive.
QUESTION:
What is
considered an
appropriate
sentence?
8. SUBMITTING
WORK
● What is likely going on is that
your computer clock and
Blackboard’s site clock are not
on the same time.
● Don’t wait until the last 10
minutes to post your responses
or submit your assignments.
● Just because it’s 11:58pm on
your computer doesn’t make it
“on time” in Blackboard.
QUESTION:
The DB and/or
SafeAssign
wouldn’t allow me
to submit but it’s
only 11:58pm?
9. SUBMITTING
WORK ● If you are having issues
submitting a document,
PLEASE CALL THE TECH
SUPPORT.
● Get a reference number
● Having challenges with
SafeAssign the night an
assignment is due is not a
“valid” excuse and will not
be grounds for an
extension.
QUESTION:
I can’t seem to
submit my
document to
SafeAssign and/or I
can’t even find it—
where is it???
10. SafeAssign
● SafeAssign is a plagiarism program that
informs me and your TA if you have gathered
your material from outside sources without
appropriate citation(s) or permissions, like:
from a paper that has been used before, DF
posts from a prior class or from another
student in a current class, uncited direct
quotes from literature, or from the internet.
● IT WILL RECOGNIZE YOUR PREVIOUS
WORK SO DO NOT REUSE IT UNLESS YOU
HAVE PERMISSION FROM ME.
● A high percentage means that you did not do
original work.
● It is considered Academic Dishonesty to turn in
work that is not original or appropriately cited
and formal procedures are in place to address
these issues through the university.
● http://provost.asu.edu/academicintegrity/policy
QUESTION:
What is
SafeAssign?
11. SafeAssign ● If you have a 27-30% percentage or
less, that is not high. You’re fine.
● If you utilized a checklist or a highly
formatted document where your original
narrative portion is very small, you will
have a high turnitin percentage because
your peers and prior students have
used that formatted document before.
You’re fine.
● Review the highlighting in your paper
and you will discover the content in
question and it will tell you where it was
retrieved from.
QUESTION:
I pressed on the
paper icon and it
showed a lot of
overlap.
12. HELPFUL TIPS
● Never “recycle” other student’s papers.
Turnitin picks up on this, even if you think
you have altered it significantly. This is
also Academic Dishonesty and can
involve formal disciplinary actions.
● Follow the directions for appropriate
citations. In short, you must cite all your
sources of information.
● Sometimes we just “know” things or have
heard them “somewhere,” but unless you
were there (i.e., fighting in the Civil War,
with Che Guevara in Bolivia, etc.), you
MUST formally cite your source.
QUESTION:
How can I safely
avoid a high
percentage?
SafeAssign
13. SOURCES Primary and Secondary Sources
● This is an excellent reference for primary and
secondary sources:
o http://lib1.bmcc.cuny.edu/help/sources.html
DO NOT USE:
● Wikipedia
o Or any sites that are editable by
anyone
● Tabloid magazines
● Internet sources that do not cite their
sources
● Automatic deduction for any of these
Academic and peer-reviewed sources
are always best
QUESTION:
What types of
sources are
appropriate for my
paper/project?
14. SOURCES ● Use APA format for papers
● ALWAYS include a separate reference
page (not included in your page total)
● An abstract is NOT needed
● For powerpoints, include your references
on the slide AND at the end of your
presentation (just like a regular paper).
o You MUST have a final reference
slide.
o See examples
● Good website on APA formatting
http://owl.english.purdue.edu/
QUESTION:
How do I cite?
15. Respondus
o Call the Tech Support immediately
o Be prepared to stay on the phone (not
IM chat) with the Tech Support for an
extended period of time, as they will
attempt to troubleshoot with you. This
can take anywhere from 15 minutes to
an hour or more.
o Give yourself ample time before you
do your first quiz to install it
o Please DO NOT contact me or your
TA regarding Respondus. We won’t
be able to help!
QUESTION:
I can’t get
Respondus
LockDown
Browser to
work. What do
I do?
16. EXAMS
● CALL THE TECH SUPPORT FIRST
● Get a reference number for your call
● Then contact me and let me know
what they told you. Do this SECOND.
● Sometimes they can walk you through
it and solve the problem. If they can
solve it, you don’t need to contact me.
Other times you need my assistance
resetting it.
QUESTION:
I’m having
technological
difficulties and I
can’t take my
exam. What
do I do?
17. EXAMS
o See previous slide
o Email me prior to the deadline
o If you email me after 9pm, you
will have to wait until the next
day.
o The ONLY way I will reset your
exam is if you have a reference
number from the TECH
SUPPORT.
That is my verification that you
tried prior to the deadline.
QUESTION:
If I need your
assistance
resetting my
exam what
do I do?
18. EXAMS For Technological issues:
o You only get ONE reset during the Session
o You must have documentation that you
called the Tech Support by getting a
reference number when you call
o You must email me (not your TA) and
include that reference number prior to the
due date/time.
For “valid” reasons:
o You must contact me within 24-hours of the
incident that prohibited you from taking the
exam
o You must have written documentation of
said event
QUESTION:
Can I
retake/make-up
my exam?
19. EXAMS
Please contact me to set up a phone or
skype conference.
Why?
I cannot leave the exams open
indefinitely as there are people each
week that have “valid” excuses (as
outlined in the syllabus) that need to
take make-up exams. I cannot give
make-up exams with the corrected
answers open. This is also for test
integrity.
QUESTION:
How do I see
my exam with
the corrected
answers?
20. LATE WORK
● I accept only certain assignments late
with notable deductions
● Your syllabus indicates which
assignments will be accepted late
● I do not give extensions
● If you have a “valid” reason, as
outlined in the syllabus, please contact
me directly
For “valid” excuses:
● You must contact me within 24-hours
of the incident that prohibited you from
taking the exam
● You must have written documentation
of said event
● “valid” is defined in your syllabus
QUESTION:
Can I turn in my
work late? Even
for partial credit?
21. TECH
PROBLEMS ALWAYS CALL THE TECH
SUPPORT FIRST
Tech Issues include:
● Can’t submit to SafeAssign
● Can’t submit to the DB
● Can’t see a past submission
● Can’t access part of the site or the entire
site
● Problems with Respondus
● Anything prohibiting you from doing your
work
●The one issue that the Tech Support
cannot help you with is if you are having an
issue with a video(s). Please post in the
Course Questions regarding those issues.
QUESTION:
What do I do if
I’m having
technological
difficulties on
the site?
22. CONTACTING
PROFESSOR
CORTES
● Please email me
● Please give me 24-hours to respond;
48-hours if you contact me on a
weekend or during busy times
(outages, end of session)
● Please follow the 3-Before-Me rule.
1.Check the syllabus
2.Check the FAQs
3.Post in Course Questions
● Sometimes students don’t like this, but
then they understand why I suggest it
when they follow it. Often your fellow
students are your best resources (i.e.,
posting questions in the Course
Questions)
QUESTION:
How do I
contact
Professor
Cortes
23. ● Please format your email SUBECT LINE:
COURSE #_Your Name_Your Issue
● Insert YOUR name and issue. For example:
SOC 123_Jane Doe_Mind Blank
SOC 123_John Doe_EMERGENCY
o For "valid" emergencies
o Forgetting to take an exam is not
a "valid" emergency
Sometimes students put my name in
the subject line or “Issue” at the end.
No, put your name and issue.
● If you do NOT format your subject line
appropriately, your email can (and will) get
easily overlooked.
● I prioritize student emails so I always look for
those subject lines during the day.
QUESTION:
If I want to ensure
Professor Cortes
responds in a
timely manner,
what should I do?
CONTACTING
PROFESSOR
CORTES
24. ● I am NOT available after 5pm
on weekdays
● I am intermittently accessible
on the weekends. If you
send me an email after 9pm
on Friday, please expect a
response on Monday
morning.
● If you don’t hear from me
within the stated time frames,
please email me again. I’m
human ☺
QUESTION:
When is Professor
Cortes not
available?
CONTACTING
PROFESSOR
CORTES