Games:EDU:08 North: Jon Purdy
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Jon Purdy from the University of Hull spoke with John Sear from the University of Derby and Gregor White from the university of Abertay Dundee
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的废物蛋吗？
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Week Eight Summary
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1. The document summarizes a workshop on curriculum design, assessment and feedback that used interactive activities and worksheets to prompt reflection and discussion.
2. Participants worked in groups to identify objectives and map principles from prompt cards onto a student timeline to develop plans for addressing assessment and feedback.
3. Groups then shared their outputs and plans with the whole workshop, providing examples of objectives and ideas around dissertation standards, feedback methods, and student engagement.
Assessment and Feedback PgCHEP workshop, Oct 27th 2010
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
BUE2015FlippedClassroomDesign.pdf
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Lecture 1 introduction to the module
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2. Students will work in teams to solve engineering problems, develop solutions, and present their work. The module aims to develop skills in problem identification, solution generation, and evaluation of solutions.
3. Assessment includes a problem solving portfolio due in November and a group presentation in December. Students are expected to attend all sessions, work independently and with their team, and use resources like Blackboard.
Workplace Simulated Courses - Course Technology Computing Conference
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Functionalities to be coded and estimated complexity Manager
Functionalities to be coded and estimated complexity
Manager: auditor registration 20pts
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Manager: manager registration 20 pts
As a manager I want to register new managers for the system so they can use the platform
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Software Engineering Fundamentals 2020 Semester 1 Group AssignmentProject Objective
Software engineering Fundamentals is a hybrid project based course where the group project plays a major role in building student capabilities. It requires you to analyse the requirements of various stakeholders as a team and resolve any conflicts (or vague requirements) with the tutor acting as the product owner, before synthesising your solution iteratively, applying the software engineering principles taught. One major goal of this software engineering assignment is to facilitate teamwork and you will be expected to use techniques such as CRC cards to effectively distribute responsibilities across classes and individual team members. Your team and technical experience in this project will help to meet the course and the program level objectives as well as act as a cornerstone project. The milestone and face-to-face sessions are designed to improve your communication skills. You will also be exposed to tools common in the industry (Git, Trello, LucidChart, JUnit) that foster teamwork and individual accountability.
Overview of Project and Assessment
You will get both formative (continuous) and summative (final) assessments as part of this project and this section briefly explains the assessment structure and the role it plays in building your capabilities.
Assessment
Role
Marks
1.
Weekly progress marks
Weeks 3-12
Measuring your progress as an individual and as a team and giving feedback
10 x 1
2.
Milestones Week 7 and 12
Present your requirements, design and implementation as a team and as an individual member to get fe ...
Ethical Decision-Making Framework ModelAssessmentSumma
Ethical Decision-Making Framework Model
Assessment
Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
Ethical Assessment #2
Ethical Assessment #3
Week One Summary
Week Two Summary
Week Three Summary
Week Four Summary
Week Five Summary
Week Six Summary
Week Seven Summary
Week Eight Summary
Instructions: Below (on page 2) is a sample of the template data to assist you in your creative thinking for week one! On the weekly ethics portfolio, you are welcome to submit it along with the week one assignment, however it is not required. It is a note taking template. I highly encourage everyone to submit it each week, as this helps to keep you on track, but again, it is not required. You will use the template note-taking document to assist you in the final ethics portfolio assignment.
Additional Guidance:
For the week one assessment results, please add them to the template that you will use for the final course project. This template is a type of “note taking” document. For the formal final assignment, you will need to have your final project in paragraph format, proper APA format, etc. For the purpose of the week one assignment, etc. you are welcome to just include bullet point comments, as a note taking type record of your thoughts. Or you may elect to begin to formalize the document in paragraph format. You will not be deducted credit if you submit bullet point format for week one.
The instructions on this assignment are intentionally somewhat “loose” to not box you in on your thinking. You can begin to relate some of your assessment results to the template information. As you build this template document over the next several weeks, it will begin to “come together” and make sense and you continue to record your thoughts on all the items required each week. It may not seem to full start to make sense until week three or four, but it will!
The week one assessment results serve as somewhat of a foundational start and you will continue to build on those elements for the future weeks. You are welcome to discuss the results “overall” and conceptually. You do not need to box your thinking into what only the results say in black and white. Please feel free to expand on your thinking of what you believe the results mean to you.
The great thing about an ethics class, is that there is really not a “wrong” answer! You just need to show that you are outlining your thinking and that you continue to correlate your thinking to the assignments each week. Sometimes you may say, “I didn’t really agree with everyone” And that is ok! Or you may say, “My response this week didn’t directly tie into my assessment results, but for this topic, I do feel differently because…” And that is ok!
Example:
Assessment Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
If I had chosen ABC then my results may have been XYZ. If I had not selected ABC then my ethical outlook ...
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Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
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National University: Can We Make Online Group Projects Work?
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Assessment and Feedback PgCHEP workshop, Oct 27th 2010
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Workplace Simulated Courses - Course Technology Computing Conference
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Ethical Decision-Making Framework ModelAssessmentSumma
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Ajay Balamnrugadas - Weekend Testing, Skilled Software Testing Unleashed - Eu...
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Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Barbie Movie Review - The Astras.pdfffff
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
240529_Teleprotection Global Market Report 2024.pdf
The teleprotection market size has grown
exponentially in recent years. It will grow from
$21.92 billion in 2023 to $28.11 billion in 2024 at a
compound annual growth rate (CAGR) of 28.2%. The
teleprotection market size is expected to see
exponential growth in the next few years. It will grow
to $70.77 billion in 2028 at a compound annual
growth rate (CAGR) of 26.0%.
Authenticity in Motion Pictures: How Steve Greisen Retains Real Stories
Learn about Steve Greisen's dedication to capture the spirit of his subjects in his documentaries with honesty and integrity.
哪里买(osu毕业证书)美国俄勒冈州立大学毕业证双学位证书原版一模一样
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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