This document provides an overview of ITEC 410 Current Technologies course. It outlines the course details including the lecturer contact information, consultation etiquette, plagiarism policy, attendance rules, course description, 5 learning outcomes, assessment types and weights, learning resources, and an introductory assignment. The course aims to provide skills to develop dynamic web applications using technologies like PHP and introduces concepts like e-business systems, web development lifecycle, and web service integration.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
ITIL Courses, Blended Courses, Release control and validation, RCV, Operation Support and analysis, OSA, service offerings and agreements, SOA, planning protection and optimization, PPO, Service Design, SD, SS, Service strategy, ITIL v3, service transition, ST, service operations, SO, MALC, managing across the lifecycle, ITSM, IT Service Management, ITIL Expert, Expert
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
ITIL Courses, Blended Courses, Release control and validation, RCV, Operation Support and analysis, OSA, service offerings and agreements, SOA, planning protection and optimization, PPO, Service Design, SD, SS, Service strategy, ITIL v3, service transition, ST, service operations, SO, MALC, managing across the lifecycle, ITSM, IT Service Management, ITIL Expert, Expert
ITpreneurs’ Intermediate blended training design uses a mix of training methods and logically structures training around Blooms’ pyramid, providing a more-effective training design.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
ImREAL WP4 Augmented User Model Service.
A suite of machine learning-based services to derive profiles of user groups from YouTube comments on videos in order to help the identification of learning needs and augment learner models.
ITpreneurs’ Intermediate blended training design uses a mix of training methods and logically structures training around Blooms’ pyramid, providing a more-effective training design.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
ImREAL WP4 Augmented User Model Service.
A suite of machine learning-based services to derive profiles of user groups from YouTube comments on videos in order to help the identification of learning needs and augment learner models.
Briefly reviews International Conference on Weblogs and Social Media (ICWSM12) from my perspective.
The latter part written in Japanese, sorry for that.
Laplacian Colormaps: a framework for structure-preserving color transformationsDavide Eynard
When mapping between color spaces, one wishes to find image-specific transformations preserving as much as possible the structure of the original image. Using image Laplacians to capture structural information, we show that if color transformations between two images are structure-preserving the respective Laplacians are approximately jointly diagonalizable (i.e., they commute). Using Laplacians commutativity as a criterion of color mapping quality, we minimize it w.r.t. the parameters of a color transformation to achieve optimal structure preservation.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
( Advance C# / Mobile Development ) Learning items and OutcomesVu (Juriaan L. LE
Content of the course :
Session 1: Insight about the working process
Session 2, 3: C# Intermediate: Classes, Interfaces, and OOP
Session 4: Advance C# Training: Prepare for a technical interview.
Session 5, 6: How to build a Mobile MVVMCross application.
Session 7) SOLID
Session 8) Code Smell and Practice refactoring
Session 9) Code review and pair programming using the old projects of student
Session 10 - 12) Support students build their own projects.
Syllabus for a ten week, four unit course based upon Steve Blank's Lean Launchpad Curriculum, taught at University of California, Santa Barbara, Winter Quarter 2013. Student teams validated business models by conducting more than 80 customer and partner interviews per team during an 8-week period. Out-of-the building market validation was supplemented by weekly live lectures and the use of Blank's online "Lean Launchpad" video course at Udacity.com to provide students with a flipped-classroom, experiential approach to learning how to create a viable business model.
#Agile software development is based on principles defined by the Agile Manifesto;
a disciplined project management outline that is conducive to dynamic inspection
and adaptation. Agile methods include many product development frameworks
such as Scrum and XP (eXtreme Programming) which allow for rapid delivery of
software. The Scrum framework uses simple iterative practices for team collaboration
on complex projects.
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.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
2. 2
Introduction
Lecturer: Dr. Ahmad Ammari
Phone: 04 2098 567
Email: ahmad.ammari@hct.ac.ae
Workstation: D17 - IT department
Consultation: By appointment
3. 3
Consultation and Email Etiquette
• Book your appointment two-days ahead by email.
• Your email should follow the following etiquette:
• Email Subject: [course number][Email Subject]
• Email body: detailed information about the meeting purpose (i.e.
the questions to be asked).
• If you don’t get a within 24 hours, then please send a
reminder email by forwarding your original email and
add “Gentle reminder at the top of the email body”.
• Appointments to be made only within consultation time
listed on the course coversheet.
4. 4
Plagiarism
• What is plagiarism?
• Penalty
• How to avoid it?
• MLA referencing style must be used.
• if you’re not aware of MLA or not fully confident in using it, please use
the library resources including librarians.
6. 6
Course Description
• This course provides students with the skills required to
develop dynamic web applications. Students are
introduced to modern web development technologies as
well as the mechanisms to create diverse web
applications, including E-business systems. Students also
apply analytical techniques and models to understand the
web development cycle and the behavior of E-business
systems.
7. 7
Learning Outcome (01)
• Analyze the behavior of e-business systems to
orchestrate dynamic business processes through systems
integration and web services
• Explain business concepts, strategic opportunities, and social issues
related to e-business systems
• Explain the strategies used to design, develop, implement and
evaluate e-business systems
• Describe the key functionality and purpose of IDE tools in
developing web applications, including e-business systems.
• Explain the features of security mechanisms such as
encryption, firewalls, cookies and electronic devices used to ensure
security and integrity of e-business
8. 8
Learning Outcome (02)
• Develop web applications using an Integrated
Development Environment (IDE) tool
• Create Web forms that contains server controls and uses master
page
• Develop web applications by implementing code-behind pages to
handle page events and event procedures for web server controls
• Apply validation mechanism to validate user input on web forms
by using appropriate validation controls
9. 9
Learning Outcome (03)
• Develop web applications that deliver dynamic content
to web sites.
• Setup a database connection to access data programmatically and
by using built-in data access tools from relational databases
• Call web services from a web application and incorporate the
returned data into a web application
10. 10
Learning Outcome (04)
• Manage state in web applications to protect against
exploits and preserve data.
• Manage state in web applications by using application and session
variables.
• Manage state in web applications by using cookies and cookieless
sessions
11. 11
Learning Outcome (05)
• Configure, secure and deploy web applications.
• Use cache object and output caching to store information, web
pages and web page fragments
• Use appropriate configuration files to configure a web application.
• Secure a web application by using Windows-based authentication
and Forms-based authentication
12. 12
Learning resources
• E-Book
• E-Book: PHP Application Development with NetBeans Beginner's Guide.
• Video Tutorial: PHP & MYSQL for Beginners
http://proquest.safaribooksonline.com.ezproxy.hct.ac.ae/video/program
ming/php/21001l2pphpmysqlbeg
• PHP Solutions: Dynamic Web Design Made Easy, Second Edition
http://proquest.safaribooksonline.com.ezproxy.hct.ac.ae/book/program
ming/php/9781430232490
• Learning PHP, MySQL, JavaScript, and CSS, 2nd Edition
http://proquest.safaribooksonline.com.ezproxy.hct.ac.ae/book/web-
development/9781449337452
13. 13
Assessments
Assessment Weight Due Description
Type date
e-Business This is a group case study assessment where students
Case Study should select a real life e-Business system as a case
20% Week study and write a report about the system. Students
5 should incorporate all the topics covered in Learning
Outcome 1 of the course in their reports. Students
should present their findings. 5% will be allocated to
the group report whereas 5% will be allocated to the
individual presentation.
Practical This is an individual Practical Examination where
Examination 30% Week students will be assessed in the topics that have
11 been covered in Learning Outcomes 2 and 3 of the
course.
14. 14
Assessments (Cont.)
Assessment Weight Due Description
Type date
This is a group assessment where each project group is
Group Project Week required to implement an authentic e-business system,
Phase I 10% 9 covering all the concepts and techniques that have been learnt
in Learning Outcome 2 of the course. 5% will be allocated to
the group presentation and demo, whereas 5% will be
allocated for individual questioning & answering assessment
session.
Group Project 30% Week This is the final assessment where each project group is
Phase II 17 required to present and demo the final version of their course
Integrated with project. 15% will be allocated to the group presentation and
ITEC 467 demo, whereas 15% will be allocated for individual
(Software questioning & answering assessment session. This assessment
Applications covers LOs 03, 04, and 05.
Security)
Each student is expected to actively participate in the class
On- discussions, class exercises, and the flipped classroom
Participation 10%
Going activities. This assessment is on-going throughout the
semester and covers LOs 01, 02, 03 and 04.4
15. 15
Important
You are expected to read and understand the following
sections of the Student Handbook:
• Graduate Outcomes
• Attendance policy
• Cheating
• Plagiarism
• Breaches of academic honesty
• Late submission of assessment items
16. 16
How can I fail?
(Tried and true methods)
1. Don’t turn up to class
2. Don’t attempt all the assessments
3. Be lazy and expect your team mates to do most of the
work
4. Plagiarize
17. 17
Introductory Assignment:
New e-Business Models
• Group Assignment:
• Review the Slides 9 to 44 of the presentation in the source below
• What are five different new e-Business models?
• Compare between them in terms of:
• Description / Customer value / Retail value / Risks & Limitations / Real
& Popular businesses implementing the model
• Describe a problem where the “Social Bookmarking” e-Business
model can solve
• Prepare a brief presentation (3-4 slides) for your assignment
• Use your own language (no copy & paste from source)
• Submit on BB-Learn
• Source: http://slidesha.re/R6jc7z