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Gallup conducted several surveys on topics related to computer science, technology, and internet industries. The surveys asked educators and students about their views on computer science education and participation. Gallup used written surveys to collect data from participants on these topics. While the samples provided insights, it is unclear if they fully represented the diversity of the broader populations studied.
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COURSE DESCRIPTION
This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved from
https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html
Websites
Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html
COURSE LEARNING OUTCOMES
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1. Explain the ethical c ...
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5/25/2020 Rubric Detail – 31228.202030
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Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
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No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
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g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Please read the assigned articles and in 3 pages, explain your.docx
Please read the assigned articles and in
3 pages
, explain your thoughts on how technology does or will impact you in your current or future classroom.
References:
Anonymous (2008).* Students with disabilities: Software and learning support for math (part 2).
THE Journal.
June.Retrieved May 2012 from
http://thejournal.com/articles/2008/06/26/students-with-disabilities-software-and-learning-support-for-math-part-2.aspx
Helding, L. (2011). Digital natives and digital immigrants: Teaching and learning in a digital age.
Journal of Singing, 68(2).
Pp 198-206. Retrieved May 2012 from EBSCO.
Sardone, N., & Devlin-Scherer, R.. (2010). Teacher Candidate Responses to Digital Games: 21st-Century Skills Development.
Journal of Research on Technology in Education, 42(4).
Retrieved May 2012 from EBSCO.
Song, J. (2011). Brown urged to restore funds for education databases. Los Angeles Times. Retrieved May 2012 from
http://articles.latimes.com/2011/jun/07/local/la-me-testing-20110607
.
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- Most respondents teach at institutions with Master's programs in CS/IT or doctoral programs in CS.
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- Popular topics covered in courses were machine learning, applications, ethics and social issues, and robots.
- Desired topics not currently covered included natural language processing, cognitive science, speech, and vision due to limitations like time constraints.
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The document provides a brief history of data science as an academic field, outlines current data science educational programs, and predicts future trends. It notes that data science emerged from a series of academic concepts in the 1960s and gained popularity in the 2000s. Currently, there are three main educational paradigms for data science: business analytics, data science, and data engineering. The document also discusses best practices in data science education and predicts that future trends may include increased specialization, collaboration between education and industry, and evolving skills demands.
Visualizing Data: Infographic Assignments across the Social Work Curriculum
Today is the third day (Friday, March 3rd) of #BPDNOLA17, and I am presenting with some of my favorite #swtech peeps, Dr. Nathalie Jones of Tarleton State University and Dr. Melanie Sage of the University of North Dakota, at 1:45pm in Bayside C at the Sheraton in New Orleans. We will be talking about an infographic assignment that we jointly developed and implemented with students at each of our campuses. The use of infographics for classroom assignments is becoming commonplace in higher education, although less is known about its use in social work education. Our workshop will review how we collaborated to develop, implement and evaluate an infographic assignment for courses across the social work curriculum
PROJECT 2 PRESENTATIONObjectiveThe purpose of this projec
This document provides instructions for Project 2, which requires students to create a presentation analyzing how a company or organization has used digital or social media to influence others. The presentation must have 3 sections: Section 1 provides background on the company, Section 2 describes the digital media influence, and Section 3 analyzes the impact. The presentation needs a minimum of 15 slides and maximum of 25 slides. It must follow specific formatting guidelines and include narration for each slide. Students must cite at least 4 sources in APA format. The completed presentation and any additional files must be submitted by the due date.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
Hidden Gems in the Wikipedia discussions: The Wikipedians' Rationales
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R&D for the High School Classroom -Week 2 early
This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx
EDU 522 – Student Notes
COURSE DESCRIPTION
This course focuses on the design, development, and implementation of e-Learning. Topics include learning platforms for educational and corporate environments, online learning communities, designing content for online delivery, and preparing learners for online learning. Students will learn how to use e-Learning as a teaching tool in a traditional classroom or training environment.
INSTRUCTIONAL MATERIALS
Required Resources
Holmes, B., & Gardner, J. (2006). e-Learning: Concepts and practice. Thousand Oaks, CA: Sage Publications.
Rudestam, K. E., & Schoenholtz-Read, J. (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage Publications.
Supplemental Resources
Dabbagh, N., & Reo, R. (2011). Back to the future: Tracing the roots and learning affordances of social software. In M.J.W. Lee and C. McLoughlin (Eds.), Web 2.0-based e-Learning: Applying socialinformatics for tertiary teaching (1-20). Hershey, PA: IGI Global. Retrieved from https://search-ebscohost-com.libdatab.strayer.edu/login.aspx?direct=true&db=nlebk&AN=253987&site=ehost-live&scope=site
EduTech Wiki. (2006). Flow theory. Retrieved from http://edutechwiki.unige.ch/en/Flow_theory
Holmes, B., Tangney, B., FitzBibbon, A., Savage, T., & Mehan, S. (2001). Communal constructivism: Students constructing learning for as well as with others. Retrieved from http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Khan, B. (2010). The global e-learning framework. Retrieved from
https://www.academia.edu/2478564/The_Global_e-Learning_Framework_by_Badrul_H._Khan
NASA. (2013). Digital Learning Network. Retrieved from http://www.nasa.gov/offices/education/programs/national/dln/index.html
Websites
Association for Educational Communications and Technology (AECT). (2013) General format. Retrieved from http://www.aect.org/newsite/
Education Technology Organizations. (2007) General format. Retrieved from http://informns.k12.mn.us/Educational_Technology.html
International Society for Technology in Education (ISTE). National Educational Technology Standards (NETS) for Teachers, Coaches, and Students. (2012) General format. Retrieved from https://www.iste.org/
U.S. Department of Education Grant Programs. (n.d.) General format. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/edgrants.html
COURSE LEARNING OUTCOMES
1. Explain the factors that contribute to the evolution of e-Learning.
1. Analyze different needs of e-Learning in educational and non-educational settings.
1. Analyze various learning communities.
1. Describe different learning environments and modes of e-Learning.
1. Apply educational theory to an e-Learning environment.
1. Analyze design and instructional concepts of e-Learning.
1. Describe the unique needs and challenges of virtual learners.
1. Design an online learning experience.
1. Plan the resources required to support an online learning experience.
1. Explain the ethical c ...
Continuous Improvement: How systems design can benefit the data-driven design...
This document discusses how systems design can support data-driven continuous improvement in K-12 education. It is a complex technical system with many interrelated parts. Data-driven decision making has shown promise in addressing achievement gaps but requires defining goals, measures, and actions. Systems design principles like defining measurable goals, mapping the system, and incorporating feedback loops can help educational organizations implement continuous improvement. However, goals and metrics must be carefully aligned to avoid unintended consequences from data-driven processes. Overall systems design may help scale data use to support small, ongoing improvements across the education system.
5252020 Rubric Detail – 31228.202030httpsucumberlands.docx
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 1/4
Rubric Detail
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Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Please read the assigned articles and in 3 pages, explain your.docx
Please read the assigned articles and in
3 pages
, explain your thoughts on how technology does or will impact you in your current or future classroom.
References:
Anonymous (2008).* Students with disabilities: Software and learning support for math (part 2).
THE Journal.
June.Retrieved May 2012 from
http://thejournal.com/articles/2008/06/26/students-with-disabilities-software-and-learning-support-for-math-part-2.aspx
Helding, L. (2011). Digital natives and digital immigrants: Teaching and learning in a digital age.
Journal of Singing, 68(2).
Pp 198-206. Retrieved May 2012 from EBSCO.
Sardone, N., & Devlin-Scherer, R.. (2010). Teacher Candidate Responses to Digital Games: 21st-Century Skills Development.
Journal of Research on Technology in Education, 42(4).
Retrieved May 2012 from EBSCO.
Song, J. (2011). Brown urged to restore funds for education databases. Los Angeles Times. Retrieved May 2012 from
http://articles.latimes.com/2011/jun/07/local/la-me-testing-20110607
.
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10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...
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Hidden Gems in the Wikipedia discussions: The Wikipedians' Rationales
Hidden Gems in the Wikipedia discussions: The Wikipedians' Rationales
EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx
EDU 522 – Student NotesCOURSE DESCRIPTIONThis course focus.docx
Continuous Improvement: How systems design can benefit the data-driven design...
Continuous Improvement: How systems design can benefit the data-driven design...
5252020 Rubric Detail – 31228.202030httpsucumberlands.docx
5252020 Rubric Detail – 31228.202030httpsucumberlands.docx
Please read the assigned articles and in 3 pages, explain your.docx
Please read the assigned articles and in 3 pages, explain your.docx
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