- The document outlines the timeline and assessment breakdown for a board game design project to be completed in groups over two terms. It includes weekly tasks such as game design discussions, creating game pieces, and modifying designs based on feedback.
- Students will be evaluated both individually and as a group based on their contributions to the game design and mock-up, as well as reflections and a group presentation. The deadline for final submissions is in week 6 of term 2.
- The timelines provide guidance for students on structuring their work, with tasks assigned for both in-class and home-based learning periods. Photos and progress updates are required to track work throughout the project.
Algebra 1 Unit consisting of various making activities. Students gather their own data and find the appropriate regression (line of best fit). Created by myself and Trapper Hallam.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Algebra 1 Unit consisting of various making activities. Students gather their own data and find the appropriate regression (line of best fit). Created by myself and Trapper Hallam.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Term 1 Timeline
Mon Tues Wed Thurs Fri
Wk 10
6/3 – 10/3
● Group discussion to analyse, select/combine designs, refine and start work on
final mock up.
● Start planning, drawing and colouring individual game squares based on assigned
theme (Nature, Food, Culture or Fun)
● Designing Individual Player token
HBL
Term 1 Break
11/3 – 19/3
Complete planning, drawing and colouring of Individual game squares
Complete crafting Individual player token based on final game design
2
3. Assessment Breakdown for WA2
INDIVIDUALLY EVALUATED
10%
20%
10%
10%
Individual player token
Individually planned & designed game squares
Individual Post Coursework Reflection
Peer Evaluation
GROUP EVALUATED
20%
20%
10%
A3-A2 size Game Board in Full Colour
Packaging Design
Group Elevator Pitch
100% Total
3
5. Section A: Identify & Evaluate
Week 10 - Group discussion, selecting and refining a design
and/or combining ideas
Instructions:
Insert a photograph of Section A of the A3 Analysis &
Refinement worksheet
5
6. Week 10 - Group discussion, selecting and refining a design
and/or combining ideas
Section B: Processing Information
Instructions:
Insert a photograph of Section B of the A3 Analysis &
Refinement worksheet
6
7. Section C: Final Design Concept
Instructions:
Insert a photograph of Section C of the A3 Analysis &
Refinement worksheet. Type out the details of the design, game
mechanics and player token designs that were discussed as a
group
Week 10 - Group discussion, selecting and refining a design
and/or combining ideas
7
9. Individual Game Squares
(Culture/Fun/Food/Nature*del accordingly)
Photograph of worksheet
March Holidays - Individual Work
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Ask yourself these questions:
1) What did I set out to complete/contribute by the end of the
session?
2) Was I able to achieve that?
3) What do I need to bring/do for the next session?
9
10. Player Tokens
(No larger than 5cm x 5cm)
Photograph of completed token
March Holidays - Individual Work Photographs
10
12. Mon Tues Wed Thurs Fri
Wk 1
20/3 – 24/3
Class time to work on final mock up of board game and packaging design.
Wk 2
27/3 – 31/3
Class time to work on final mock up of board game and packaging design. HBL
Wk 3
3/4 – 7/4
100% Completion of board game mock up, packaging design and player tokens
Preparation for elevator Pitch Presentations
Good Friday
Wk 4
10/4 – 14/4
Elevator Pitch Presentations
Trial Run of board game HBL
Wk 5
17/4 – 21/4
Modification, refinement and repair of board game based on trial run and pitch presentations
Wk 6
24/4 – 24/4
OIL for Hari Raya
Puasa
WA 2 Deadline 1
Final touch-up & Submission of Board Game Final Mockup + Packaging HBL
Wk 7
1/5 – 5/5
Labour Day
WA 2 Deadline 2
Submission of completed Visual Process Journal
Wk 8
8/5 – 12/5
Post Coursework Debrief HBL
Wk 9-10
15/5 – 26/5
Post Coursework Activities
Mid Yr PTM
Term
2
Timeline
14. What have I completed in class? What have I completed outside of
class/At home
Week 1: Working on Final Mockup/Packaging
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Ask yourself these questions:
1) What did I set out to complete/contribute by the end of the
session?
2) Was I able to achieve that?
3) What do I need to bring/do for the next session?
14
17. Week 2: Working on Final Mockup/Packaging
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Ask yourself these questions:
1) What did I set out to complete/contribute by the end of the
session?
2) Was I able to achieve that?
3) What do I need to bring/do for the next session?
17
What have I completed in class? What have I completed outside of
class/At home
18. Week 3: Completion of board game and/or
packaging
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Ask yourself these questions:
1) What did I set out to complete/contribute by the end of the
session?
2) Was I able to achieve that?
3) What do I need to bring/do for the next session?
18
What have I completed in class? What have I completed outside of
class/At home
19. Week 3: Preparation for Pitch Presentation
Instructions:
Complete the preparation for your pitch
presentation as a group on Google forms
(https://forms.gle/pEMMSu3Fx4PtqSri7) and insert
screenshots of the responses that were emailed to
you here. Only one person in the group should
submit the group’s response in the form.
19
20. Week 3: Preparation for Pitch Presentation
Instructions:
Complete the preparation for your pitch
presentation as a group on Google forms
(https://forms.gle/pEMMSu3Fx4PtqSri7) and insert
screenshots of the responses that were emailed to
you here. Only one person in the group should
submit the group’s response in the form.
20
21. What do we need to modify or refine?
Week 4: Trial run of Board Game
Instructions:
Insert photographs of the required segment of the worksheet in
the correct space.
Look through the evaluation and comments and decide how to
improve your final mockup.
21
22. Week 5: Modification and refinement
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Ask yourself these questions:
1) What did I set out to complete/contribute by the end of the
session?
2) Was I able to achieve that?
3) What do I need to bring/do for the next session?
22
What have I completed in class? What have I completed outside of
class/At home
23. In class Outside of class/At home
Week 6: Final Touch Ups and submission of
Final Mockup + Packaging
Instructions:
Make a detailed log of your work progress for the week. Include
photographs to support your report.
Photographs of final mockup and packaging are to be submitted
separately on Google Classroom
23
25. Week 7: 3-2-1 Design Reflection
1.
What were 3 problems you
encountered while working on
your final mock up, packaging
& player tokens?
What were 2 strategies you
used to overcome those
problems?
1.
What is 1 thing you discovered
about yourself while working
on this coursework?
1.
With the knowledge you have
gained, what would you change
if you could turn back time
and redo it?
1.
25