This document provides guidelines and instructions for completing assignments for the GEN 105 Complete Class. It lists the weekly assignments, checkpoints, and discussion questions that make up the GEN 105 course. It also includes links to additional resources and tutorials for each assignment. The course covers topics like distance learning, time management, goal setting, and study skills.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Dr. Michael M. Grant presents a rationale for using formative evaluation. He also presents a number of methods currently used, such as usability, and emerging strategies for capturing user data.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Action Research conducted during the Spring 2012 semester at Mill Creek High School. Presented to Georgia Gwinnett College students of the College of Education as part of their senior capstone seminar on 30 April 2012.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Dr. Michael M. Grant presents a rationale for using formative evaluation. He also presents a number of methods currently used, such as usability, and emerging strategies for capturing user data.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Action Research conducted during the Spring 2012 semester at Mill Creek High School. Presented to Georgia Gwinnett College students of the College of Education as part of their senior capstone seminar on 30 April 2012.
7 Ways Video can Enhance the Student Experience DrFrankONeillCOI
This presentation covers the top 7 ways that adding video to online courses can enhance the student experience. This is a presentation that I give regularly at schools and online learning conferences. Find out more about my work at www.OnlineTeacherYOUniversity.com
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
Watch the recording of the M&L Webinar: New assessment strategies in the media-rich class with Andrew Whitworth, University of Manchester, UK and Brendan Calandra, Georgia State University, USA.
This webinar was held on 15 January 2015, supported by the Media & Learning Association.
'Moving assessment online: resources to support staff in an unexpected distan...debbieholley1
Bournemouth University has embedded the principles of assessment for learning (Sambell 2011) in policies and resources to enhance assessment and feedback practices. Far reaching initiatives have included major assessment policy revisions; assessment and feedback workshops; masterclasses with experts; co-creation projects with the Students Union; good practice guides, an online Assessment & Feedback Toolkit, an Open Educational Resource and Blog posts. In this session we will focus on updates to assessments online, specifically exams, as a response to the current requirement for distance learning.
Interested in a tool to support planning program implementation?
Do you plan program implementation? Are you interested in an overview of the key concepts regarding implementation of evidence-based practices? Join us for a webinar to learn about the Knowledge Translation and Implementation Video Series.
How can the Knowledge Translation and Implementation Video Series help you?
The purpose of this video series is to provide an overview of the key concepts regarding implementation of evidence-based practices. The videos provide practitioners with practical tips on how to effectively implement an evidence-based practice, derived from recent research. Different factors affecting implementation are covered.
This video series provides explanations of and information about the importance of planning before implementation, the use of implementation teams, coaching with experts, fidelity to the evidence and environmental characteristics that affect implementation. The series includes five videos.
This webinar includes an overview of the Knowledge Translation and Implementation Video Series by its developer, Dr. Melanie Barwick of the Hospital for Sick Children.
To see the summary statement of this method developed by NCCMT, click here: http://www.nccmt.ca/resources/search/245
The National Collaborating Centre for Methods and Tools is funded by the Public Health Agency of Canada and affiliated with McMaster University. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
NCCMT is one of six National Collaborating Centres (NCCs) for Public Health. The Centres promote and improve the use of scientific research and other knowledge to strengthen public health practices and policies in Canada.
EDU 653 help A Guide to career/Snaptutorialpinck2370
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
a. Features of good written feedback with short explanation
b. How to modify feedback to meet the needs of diverse learners
EDU 653 help A Guide to career/Snaptutorialpinck217
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
Check this A+ tutorial guideline at
https://www.uopassignments.com/ent-435-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
GEN 201 Effective Communication/tutorialrank.comjonhson280
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
7 Ways Video can Enhance the Student Experience DrFrankONeillCOI
This presentation covers the top 7 ways that adding video to online courses can enhance the student experience. This is a presentation that I give regularly at schools and online learning conferences. Find out more about my work at www.OnlineTeacherYOUniversity.com
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
Watch the recording of the M&L Webinar: New assessment strategies in the media-rich class with Andrew Whitworth, University of Manchester, UK and Brendan Calandra, Georgia State University, USA.
This webinar was held on 15 January 2015, supported by the Media & Learning Association.
'Moving assessment online: resources to support staff in an unexpected distan...debbieholley1
Bournemouth University has embedded the principles of assessment for learning (Sambell 2011) in policies and resources to enhance assessment and feedback practices. Far reaching initiatives have included major assessment policy revisions; assessment and feedback workshops; masterclasses with experts; co-creation projects with the Students Union; good practice guides, an online Assessment & Feedback Toolkit, an Open Educational Resource and Blog posts. In this session we will focus on updates to assessments online, specifically exams, as a response to the current requirement for distance learning.
Interested in a tool to support planning program implementation?
Do you plan program implementation? Are you interested in an overview of the key concepts regarding implementation of evidence-based practices? Join us for a webinar to learn about the Knowledge Translation and Implementation Video Series.
How can the Knowledge Translation and Implementation Video Series help you?
The purpose of this video series is to provide an overview of the key concepts regarding implementation of evidence-based practices. The videos provide practitioners with practical tips on how to effectively implement an evidence-based practice, derived from recent research. Different factors affecting implementation are covered.
This video series provides explanations of and information about the importance of planning before implementation, the use of implementation teams, coaching with experts, fidelity to the evidence and environmental characteristics that affect implementation. The series includes five videos.
This webinar includes an overview of the Knowledge Translation and Implementation Video Series by its developer, Dr. Melanie Barwick of the Hospital for Sick Children.
To see the summary statement of this method developed by NCCMT, click here: http://www.nccmt.ca/resources/search/245
The National Collaborating Centre for Methods and Tools is funded by the Public Health Agency of Canada and affiliated with McMaster University. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
NCCMT is one of six National Collaborating Centres (NCCs) for Public Health. The Centres promote and improve the use of scientific research and other knowledge to strengthen public health practices and policies in Canada.
EDU 653 help A Guide to career/Snaptutorialpinck2370
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
a. Features of good written feedback with short explanation
b. How to modify feedback to meet the needs of diverse learners
EDU 653 help A Guide to career/Snaptutorialpinck217
For more classes visit
www.snaptutorial.com
Feedback. In our course text, David Nicol (2011) explains, “There is no such thing as good teaching without good feedback” (p.108). As an instructor, you will be providing feedback to students on a continual basis. Many instructors keep a tip sheet or checklist handy while grading. For this assignment, create a tip sheet or checklist of your own that includes:
Check this A+ tutorial guideline at
https://www.uopassignments.com/ent-435-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
GEN 201 Effective Communication/tutorialrank.comjonhson280
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
GEN 201 Enhance teaching/tutorialrank.comjonhson298
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5
Grand Canyon UNV504 full course latest 2015 October [ all discussions and all...Elsie Obat
https://www.homeworkset.com/tutorial/id/1452646
Grand Canyon UNV504 full course latest 2015 October [ all discussions and all Week assignments and homeworks ]
Check this A+ tutorial guideline at
https://www.uopassignments.com/elm-530-grand-canyon-university
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
GEN 105 Entire Course NEW
1. GEN 105 Complete Class
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Complete-Class-Guide
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GEN 105 Skills for Learning in an Information Age
GEN 105 Week 1 Assignment Elevator Speech
GEN 105 Week 1 CheckPoint Distance Learning I
GEN 105 Week 1 CheckPoint Distance Learning II
GEN 105 Week 2 CheckPoint Communicating in Forums
GEN 105 Week 2 DQ 1 And DQ 2
GEN 105 Week 3 Assignment University Library Article
Search
2. GEN 105 Week 3 CheckPoint Technological Tools
GEN 105 Week 4 CheckPoint Detecting Plagiarism
GEN 105 Week 4 DQ 1 And DQ 2
GEN 105 Week 5 Assignment Mastering a Skill
GEN 105 Week 5 CheckPoint Setting Goals
GEN 105 Week 6 CheckPoint Time Management Activity
GEN 105 Week 6 DQ 1 And DQ 2
GEN 105 Week 7 Assignment Reading and Retention
GEN 105 Week 7 CheckPoint Reading and
Comprehension
GEN 105 Week 8 CheckPoint Multiple Intelligences
GEN 105 Week 8 DQ 1 And DQ 2
GEN 105 Week 9 Capstone DQ
GEN 105 Week 9 Final Project Student Survival Guide
3. GEN 105 Week 1 Assignment Elevator Speech
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GEN 105 Week 1 Assignment Elevator Speech
• Resources: Appendix C, and Elevator Speech digital
story
• View the digital story
• Construct your own 350- to 400-word scenario in
which you explain distance learning to a friend. Your
response should explain how Axia courses work and
should correctly use each of the following terms at least
once:
o Threaded Discussion
o Forums
5. GEN 105 Week 1 CheckPoint Distance Learning I
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GEN 105 Week 1 CheckPoint Distance Learning I
• Post a 100- to 150-word response to the following:
What were your initial thoughts on distance learning
before you started your program? Why did you choose
distance learning over a traditional face-to-face learning
environment? In what ways has your view of distance
learning changed since you started your classes?
6. GEN 105 Week 1 CheckPoint Distance Learning II
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GEN 105 Week 1 CheckPoint Distance Learning II
• Recall a time when you gave constructive criticism to
another student, a friend, or a family member. How
would giving feedback to a classmate in a distance
learning environment be different from giving face-to-
face feedback? Compare and contrast the two processes
in a 100- to 150-word response.
• Submit a second 100- to 150-word response describing
how, in your opinion, the “distance” element of learning
either makes it easier or more difficult to
communicate, and why.
7. GEN 105 Week 2 CheckPoint Communicating in Forums
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GEN 105 Week 2 CheckPoint Communicating in Forums
Resource: Anthony’s Dilemma digital story
• View the digital story located on aXcess describes how
he offended a classmate by not using the writing
principle of inclusive language during discussion in his
class forum.
• Coach Anthony on why it is important to use inclusive
language when communicating in his class forum.
Suggest how he could have avoided his mistakes, and
8. offer three pointers for how he can prevent repeating
his mistakes in the future. Respond in 200 to 300 words.
9. GEN 105 Week 2 DQ 1 And DQ 2
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GEN 105 Week 2 DQ 1 And DQ 2
Week 2 DQ 1
Tone is very important when communicating
online. How will your tone, or writing style, change
based on the different types of people you will be
communicating with online? Consider family, friends,
classmates, and instructors in your response.
Week 2 DQ 2
10. How is conducting research online different
from conducting research in a traditional library? Based
on suggestions presented by the University Library
Tutorial and text recommendations concerning Web
research strategies, what will be your personal
approach to conducting academic Web searches?
11. GEN 105 Week 3 Assignment University Library Article
Search
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GEN 105 Week 3 Assignment University Library Article
Search
• Resources: Appendix E, University Library
• Review Appendix E to recognize article characteristics.
• Find two articles in the University Library about any
one topic or combination of topics listed below. One of
your articles must be a peer-reviewed article, which is
an article that has been reviewed by a group of experts
in a certain field.
12. o Distance learning at college
o Ensuring academic honesty
o Effective personal goal setting
o Time management skills for college students
• Take time to choose the best database for your chosen
topic(s), and use a different database (such as
EBSCOhost or Thomson Gale PowerSearch) to find each
article.
Whenever applicable, practice using the Boolean and
wildcard search strategies you learned about in the
University Library Interactive Tutorial.
• Provide the following information for each article:
o What keyword search did you use to find the article?
o What is the title of the article?
o Who is the author(s)?
o When was the article published?
o Was the article peer-reviewed?
o In what database did you find the article?
• Summarize what each article is about in 2 to 3
sentences per article. If there are specific opinions or
facts in the articles, be sure to document them.
13. • Post the article information and summaries for both
articles to the Individual forum.
14. GEN 105 Week 3 CheckPoint Technological Tools
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GEN 105 Week 3 CheckPoint Technological Tools
• Resources: Course audio appendixes, tutorials, and the
University Library
• Take a moment to explore these technological
resources by downloading an audio appendix to your
computer or to a portable device, by perusing the
library a little more, or by reviewing one of the tutorials.
Audio appendixes are located in Week One (Appendix B:
Audio) and Week Two (Appendix D: Audio) of your
aXcess course page.
15. • Post a 200- to 300-word response to the following:
o Describe your opinion of the technological tools
provided by Axia College, including the audio
appendixes, the digital stories, and the tutorials. Explain
why you feel the way you do.
o Does the option to download appendixes in an audio
format improve the quality of your educational
experience? Does it make learning more convenient
because of its portability? Does it help you to learn in
different ways? Or is it something you will not use?
Describe your attitude toward this option.
16. GEN 105 Week 4 CheckPoint Detecting Plagiarism
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GEN 105 Week 4 CheckPoint Detecting Plagiarism
17. GEN 105 Week 4 DQ 1 And DQ 2
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GEN 105 Week 4 DQ 1 And DQ 2
18. GEN 105 Week 5 Assignment Mastering a Skill
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GEN 105 Week 5 Assignment Mastering a Skill
There are some skills that virtually all people use every
day. There are some skills that only a few people have,
but all people should master.
• Think about a skill that most people do not have but
could benefit from mastering. Why would people benefit
from having this skill? What are the consequences of not
having this skill?
• Write an essay to persuade your instructor that all
people should master this certain skill.
19. • Post your completed 750-word essay as an attachment.
20. GEN 105 Week 5 CheckPoint Setting Goals
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GEN 105 Week 5 CheckPoint Setting Goals
1. Identify two of your long-term education or career
goals. Your goals may be careeroriented, academic, or
personal in nature. (“I will become the head of my
company’s graphics department” is an example of a
long-term goal.)
2. Break these two long-term goals into several short-
term goals that you hope to accomplish within a
relatively short time. (“I will learn how to use my
company’s new graphics software” is one short-term
goal that would need to be accomplished
21. before someone could become the head of a graphics
department.)
3. For each of your short-term goals, list a specific
deadline you wish to accomplish the goal by (for
example, “I will accomplish this goal by the end of ext
month”). Describe how you will accomplish the goal (for
example, “I will enroll in a professional development
course”).
4. Prioritize all goals in order of importance.
5. Describe how each goal is specific, is moderately
difficult but not impossible to achieve, and aligns to your
values.
• Post your completed list to the Individual forum.
22. GEN 105 Week 6 CheckPoint Time Management Activity
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GEN 105 Week 6 CheckPoint Time Management Activity
Time-management skills are critical to your academic
and personal success. Conducting an informal
observation and evaluation of your own time
management skills can provide insight into how and
when you most effectively use your time. When you have
identified your priorities, you can use this knowledge to
make appropriate changes to be a more effective time
manager.
• Resource: Appendix F
23. • Complete a time-management log of one of your
“typical” day’s activities using AppendixF. When the
table is complete, answer the wrap-up questions.
• Post your completed Appendix F as an attachment.
24. GEN 105 Week 6 DQ 1 And DQ 2
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GEN 105 Week 6 DQ 1 And DQ 2
Week 6 DQ 1
How do you spend most of your time? Do you think that
your time is managed effectively? Explain your reasons.
Week 6 DQ 2
How do you decide which items on your schedule
to prioritize on a daily and weekly basis? Which goal
from the Setting Goals CheckPoint could you map to
daily and weekly deliverables, and what timeframes
would you assign to ensure you meet the goal deadline?
25. GEN 105 Week 7 Assignment Reading and Retention
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http://www.uopassignments.com/GEN-105/GEN-105-
Week-7-Assignment-Reading-and-Retention
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GEN 105 Week 7 Assignment Reading and Retention
• Resources: pp. 155-167 & 175-182 of Keys to College
Studying: Becoming an Active Thinker, and Appendix G
• Select a chapter reading from the previous week.
• Apply the SQ3R reading technique to your selected
reading.
26. • Use Appendix G to describe the actions you took during
each step of the process and to answer the wrap-up
question.
• Post your completed Appendix G as an attachment.
27. GEN 105 Week 7 CheckPoint Reading and
Comprehension
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http://www.uopassignments.com/GEN-105/GEN-105-
Week-7-CheckPoint-Reading-and-Comprehension
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GEN 105 Week 7 CheckPoint Reading and
Comprehension
• Resources: Ch. 4 of Keys to College Studying, 8 Secrets
to a Knockout Business Presentation
• Use the reading 8 Secrets to a Knockout Business
Presentation to carefully time yourself as you read the
article. When finished, calculate your words-per-minute
reading rate using the instructions from p. 140 of the
text.
28. • Summarize main points from the reading into a short,
bulleted list. Then provide your answers to the following
questions in a 200-to 300-word response:
o What was your approach to reading the selection?
o What was your reading setting?
o How did you minimize distractions?
o Did you become emotionally involved?
o Which of the four reading purposes did you employ?
You can list more than one.
o List new vocabulary terms, and provide their
definitions.
29. GEN 105 Week 8 CheckPoint Multiple Intelligences
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http://www.uopassignments.com/GEN-105/GEN-105-
Week-8-CheckPoint-Multiple-Intelligences
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GEN 105 Week 8 CheckPoint Multiple Intelligences
Conduct research online regarding the strongest of your
multiple intelligences. Find three Web sites which
accurately describe that intelligence. If you identified
more than one dominant intelligence, choose only one
for your research. Note that your classmates will be
reviewing your responses in Discussion Question 2, so
make sure that your answers are complete.
• Post the following information:
o Links to the three Web sites that describe the
intelligence
30. o A 50-word description, written by you, of your
strongest intelligence
o A 50-word summary describing how each site either
reinforced or contradicted something about yourself
31. GEN 105 Week 8 DQ 1 And DQ 2
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Week-8-DQ-1-And-DQ-2
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GEN 105 Week 8 DQ 1 And DQ 2
Week 8 DQ 1
Complete the Multiple Pathways to Learning assessment
(pp. 41-44) and the Personality Spectrum assessment
(pp. 45-48) in Ch. 2 of Keys to College Studying:
Becoming an Active Thinker, and relate the results to
your personal study habits.
• Post your response to the following: How can you use
the study techniques recommended for your personality
32. type and strongest intelligence(s) to function best in a
distance learning environment? Which techniques can
you use to improve lessdeveloped personality areas or
intelligences?
Week 8 DQ 2
Resource: Multiple Intelligence CheckPoint responses
provided by the Instructor
Post your response to the following: What learning
similarities and differences are apparent in the different
CheckPoint responses? What is the importance of
knowing your personal learning strengths in addition to
those of your classmates? How can this knowledge be
beneficial to collaborative work completed in an online
learning
environment?
33. GEN 105 Week 9 Capstone DQ
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Week-9-Capstone-DQ
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GEN 105 Week 9 Capstone DQ
• Resource: Chapter 12 of Keys to College Studying:
Becoming an Active Thinker
• Complete the Make Responsible Choices activity on p.
447 of the text. Choose two of the three questions about
which to write a summary response of 200 to 300 words.
34. GEN 105 Week 9 Final Project Student Survival Guide
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Week-9-Final-Project-Student-Survival-Guide
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GEN 105 Week 9 Final Project Student Survival Guide
• Resources: Appendix A
• Compile a 1,000- to 1,250-word survival guide that will
serve as a resource for you throughout your program.
Using what you have learned in class, develop personal
action plans for the following topics:
o Using Axia’s Educational Resources
o Upholding Academic Honesty
o Setting and Achieving Goals
35. o Managing Time Wisely
o Fostering Reading Comprehension and Retention
o Applying Personality and Learning Styles
• Recall that if you need to submit any written or visual
work other than your own, be sure to provide the name
of the original author along with the related content and
the title of the work. When referring to an electronic
source, provide the Web link.
• Post your Student Survival Guide as an attachment