Joe Yun Cc Pr
•Download as PPT, PDF•
0 likes•166 views
This document provides an overview of an online lecture profile for using Adobe Creative Suite CS4 based on the CanCore guidelines. The profile targets primary and novice designers who want to easily understand CS4. It uses the General, Educational, and Rights categories from CanCore along with new terms like "lectureStatus" and "guide" to describe the learning resources, intended users, and expectations. The goal is to help designers of all levels learn CS4 through a variety of online instructional materials.
Report
Share
Report
Share
Recommended
Continuous Random Variables
1. Continuous random variables are defined over intervals rather than discrete points. The probability that a continuous random variable takes on a value in an interval from a to b is given by an integral of the probability density function f(x) over that interval.
2. The probability density function f(x) defines the probabilities of intervals of the continuous random variable rather than individual points. It has the properties that it is always nonnegative and its integral over all values is 1.
3. The cumulative distribution function F(x) gives the probability that the random variable takes on a value less than or equal to x. It is defined as the integral of the probability density function from negative infinity to x.
Continuous Random variable
1) Continuous random variables have cumulative distribution functions (CDFs) that are continuous functions of the variable. They can have probability density functions (pdfs) that define their distributions.
2) Exponential distributions describe systems with memoryless properties where the probability of failure does not depend on past events. They commonly model time between events like packet arrivals.
3) Uniform distributions have constant pdfs across their range, resulting in a linear CDF ramp function. They are commonly used in random number generation.
Probability Distributions for Continuous Variables
The document discusses probability distributions for continuous variables, explaining that continuous variables can take any value within a range and probability distributions depict the relative likelihood of these values being observed, with examples given of uniform and normal distributions and how they are characterized by parameters like mean and standard deviation. It also provides examples of how uniform and normal distributions can model real-world scenarios involving continuous variables like time or test scores.
Introduction to random variables
This document provides an introduction to random variables. It defines random variables as functions that assign real numbers to outcomes of an experiment. Random variables can be either discrete or continuous depending on whether their possible values are countable or uncountable. The document also defines probability mass functions (pmf) which describe the probabilities of discrete random variables taking on particular values. Expectation is introduced as a way to summarize random variables using a single number by taking a weighted average of all possible outcomes.
Random variables
This document defines key concepts related to random variables including:
- A random variable is a numerical measure of outcomes from a random phenomenon.
- Probability distributions describe the probabilities associated with random variables.
- Expected value refers to the mean or weighted average of a probability distribution.
- As the number of trials increases, the actual mean approaches the true mean due to the Law of Large Numbers.
- Binomial and geometric distributions model situations with success/failure outcomes and independence between trials.
2127
This document describes an online course for instructional designers on using Adobe InDesign. A needs assessment found learners were comfortable with online learning and motivated to improve career skills. The course goals are for learners to navigate InDesign's interface, work with text and images, and publish documents for job applications. Assessments include surveys, assignments, and tests. The course uses an online platform and applies instructional design models to introduce InDesign functions through modules, videos, and examples. Formative feedback was positive though some improvements were suggested such as additional tutorials and interactive elements.
Rapid eLearning Development
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
Creating Measurable Learning Objectives and Completing an Alignment Document
This document discusses how to write measurable learning objectives for courses and modules. It begins by outlining the key things students should be able to do after completing a workshop on learning objectives, such as distinguishing between course and module objectives. It then provides examples of measurable learning objectives using action verbs and discusses how to ensure objectives are specific, measurable, attainable, relevant and time-bound. The document emphasizes writing objectives that describe behaviors students will demonstrate and end with the student as the subject. It also provides guidance on sequencing objectives across a course's modules and lessons and aligning objectives with assessments and learning activities.
Recommended
Continuous Random Variables
1. Continuous random variables are defined over intervals rather than discrete points. The probability that a continuous random variable takes on a value in an interval from a to b is given by an integral of the probability density function f(x) over that interval.
2. The probability density function f(x) defines the probabilities of intervals of the continuous random variable rather than individual points. It has the properties that it is always nonnegative and its integral over all values is 1.
3. The cumulative distribution function F(x) gives the probability that the random variable takes on a value less than or equal to x. It is defined as the integral of the probability density function from negative infinity to x.
Continuous Random variable
1) Continuous random variables have cumulative distribution functions (CDFs) that are continuous functions of the variable. They can have probability density functions (pdfs) that define their distributions.
2) Exponential distributions describe systems with memoryless properties where the probability of failure does not depend on past events. They commonly model time between events like packet arrivals.
3) Uniform distributions have constant pdfs across their range, resulting in a linear CDF ramp function. They are commonly used in random number generation.
Probability Distributions for Continuous Variables
The document discusses probability distributions for continuous variables, explaining that continuous variables can take any value within a range and probability distributions depict the relative likelihood of these values being observed, with examples given of uniform and normal distributions and how they are characterized by parameters like mean and standard deviation. It also provides examples of how uniform and normal distributions can model real-world scenarios involving continuous variables like time or test scores.
Introduction to random variables
This document provides an introduction to random variables. It defines random variables as functions that assign real numbers to outcomes of an experiment. Random variables can be either discrete or continuous depending on whether their possible values are countable or uncountable. The document also defines probability mass functions (pmf) which describe the probabilities of discrete random variables taking on particular values. Expectation is introduced as a way to summarize random variables using a single number by taking a weighted average of all possible outcomes.
Random variables
This document defines key concepts related to random variables including:
- A random variable is a numerical measure of outcomes from a random phenomenon.
- Probability distributions describe the probabilities associated with random variables.
- Expected value refers to the mean or weighted average of a probability distribution.
- As the number of trials increases, the actual mean approaches the true mean due to the Law of Large Numbers.
- Binomial and geometric distributions model situations with success/failure outcomes and independence between trials.
2127
This document describes an online course for instructional designers on using Adobe InDesign. A needs assessment found learners were comfortable with online learning and motivated to improve career skills. The course goals are for learners to navigate InDesign's interface, work with text and images, and publish documents for job applications. Assessments include surveys, assignments, and tests. The course uses an online platform and applies instructional design models to introduce InDesign functions through modules, videos, and examples. Formative feedback was positive though some improvements were suggested such as additional tutorials and interactive elements.
Rapid eLearning Development
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
Creating Measurable Learning Objectives and Completing an Alignment Document
This document discusses how to write measurable learning objectives for courses and modules. It begins by outlining the key things students should be able to do after completing a workshop on learning objectives, such as distinguishing between course and module objectives. It then provides examples of measurable learning objectives using action verbs and discusses how to ensure objectives are specific, measurable, attainable, relevant and time-bound. The document emphasizes writing objectives that describe behaviors students will demonstrate and end with the student as the subject. It also provides guidance on sequencing objectives across a course's modules and lessons and aligning objectives with assessments and learning activities.
Mini Projects- Personal Multimedia Portfolio
Mini Projects- Personal Multimedia PortfolioUniversity of Hertfordshire, School of Electronic Communications and Electrical Engineering
The following resources come from the 2009/10 BSc (Hons) in Multimedia Technology (course number 2ELE0075) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate abilities to:
Design and implement multimedia applications
Apply System Development Life Cycle methodology
Create and manipulate a range of media elements such as image, sound and animation
This project requires students to apply the System Development Life Cycle methodology to design and implement their personal multimedia portfolios for specific target audiences, with proper use of different media elements including image, sound and animation.Steps for e-content development.pptx
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Flash cs4 intoduction class lecture notes
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
Front-End Analysis - Objective & Media Analysis.pdf
Front-End Analysis - Objective & Media Analysis
Objective Analysis
It is important to write clear, measurable objectives for developing effective training / performance and organization level.
The objective will determine what instructor should include in the content:
the instruction produce knowledge / performance
measure the effectiveness of of instruction
the media chosen to deliver the instruction
Primary purposes to write objectives:
Instructor think about objective before write it
Write meaningful objective
Media Analysis
Systematic and careful media selection is crucial for successful and cost-effective resolution of business problems.
A developed media analysis tool addresses various factors related to learners and costs relevant to delivery media.
Many types of media should be considered for the appropriate selection.
Multimedia is often associated with Computer-Based Training (CBT), but it's important to note that "media" is plural.
It is advisable to consider using a blended solution that incorporates whatever media are necessary for effective outcomes.
Augmented 7 cs_learning_design_workshop_7_may (1)
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
Course Development Template
The document outlines the 7 steps to develop a training course:
1. Define the course title and objectives
2. Define the course objectives
3. Identify course topics to achieve objectives
4. Develop course content following the agenda
5. List references used in developing the course
6. Develop evaluation instruments to measure competence
7. Submit materials for approval
ETEC 6993 | Lesson Plan: Using Future Technology
This lesson plan introduces students to the basic visual design principles of contrast, alignment, repetition, and proximity (CARP). Students will learn about CARP through a video lecture and readings. They will complete self-assessments to test their understanding. Students will then apply CARP in two activities - evaluating designs and creating their own design. The instructor will use an artificial intelligence tool called the Creative Design Inspector to objectively assess student work and provide feedback.
Summary Presentasi Ict - Designing and Evaluating CALL Program
This is a summary of the presentation in ICT class from the group 3.
We discussed about designing and evaluating CALL program.
Module 3 PBL Mini Series
This presentation offers more project ideas and further explores key elements of project based learning.
Corona Discovery Training Fall 2013
The document outlines an agenda for a professional development session on creating digital lessons using Discovery Education. The agenda includes examining Common Core assessments, reviewing new Discovery Education features, creating a digital assignment involving identifying learning targets, gathering text sources, planning student engagement and accountability, and designing a writing prompt. Teachers will learn how to build assignments in Discovery Education and reflect on digital lessons.
Unit 5 updated
The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.
Session2 pl online_course_15_september2011
The document outlines the agenda for Session 2 of a course on writing plain language web content. It includes reviewing homework from Session 1, learning how to write content appropriate for different user groups using the "bite, snack, meal" approach, an in-class assignment to write bites and snacks, discussing the assignment, and reviewing lessons before assigning homework for the next session.
designing your online course
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
Cindy's ict lesson template
The document outlines a lesson plan for a secondary 4 social studies class on the Iraq-Kuwait War. Students will learn about the war through a PowerPoint lecture and mind map activity before working in groups to create educational video clips on different aspects of the war as an assessment. Rubrics will be used to evaluate the video clips based on accuracy, production quality, creativity, and engagement.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting appropriate materials.
2) Choosing from different program types like tutorials, games, or simulations.
3) Selecting suitable software, considering flexibility and usability.
4) Structuring the program with clear tasks and feedback to promote interactivity.
Designing call-1
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting materials that meet learner needs.
2) Choosing from different program types like tutorials, games, or simulations based on the objectives.
3) Selecting appropriate software, like ToolBook, to develop the interactive content and exercises.
4) Structuring the program to provide explanation, present materials, and include assessment exercises.
5) Testing the program based on principles like interactivity, usability, content appropriateness, and performance.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting materials that meet learning goals.
2) Choosing from different program types like tutorials, games, or simulations based on the subject matter and intended interactivity.
3) Selecting appropriate software that allows for multimedia integration and flexibility in navigation.
4) Structuring the program to include an introduction, presentation of materials, and exercises to reinforce learning.
5) Testing the program based on principles of interactivity, usability, appropriate content, effectiveness, and performance.
Plan modulo de inglés tecnar
This 3 sentence summary provides an overview of the English module document:
The document outlines an English module for technical students that focuses on developing grammar structures and basic communication skills over 12 hours of lessons across 4 units. It details the objectives to teach grammar in context through vocabulary, mini conversations, and interactive activities. Students will be evaluated on their listening, reading, speaking, and writing competencies at the end of the module through exams, worksheets, and a final brochure project.
Data Structures 2005
This document contains lecture notes from Sanjay Goel's 2005 Data Structures course. Over 14 lectures, it discusses various topics related to problem solving, data structures, and software design. It provides assignments for students to practice describing problems clearly, developing test plans, and conceptualizing and physically designing data storage solutions. Key topics covered include problem characteristics, problem solving strategies, software team roles, program descriptions, testing approaches, and storage schemes for genealogical charts and Boolean functions.
Instructional Design Project
This document outlines a proposed training seminar on financial literacy for young adults. The seminar will last two hours and cover topics like loans, budgeting, and debt.
The seminar was designed using the ADDIE model of instructional design. It will include an icebreaker, presentation of objectives, assessment of prior knowledge, a lecture using various materials, opportunities for interaction and practice, feedback, and a final assessment.
Gagne's nine events of instruction will also guide the training plan to ensure learners are engaged. Materials include a presentation, worksheet, and certificate awarded for scoring 75% or higher on the final exam. The seminar's success will be evaluated based on certificates received and participant feedback
More Related Content
Similar to Joe Yun Cc Pr
Mini Projects- Personal Multimedia Portfolio
Mini Projects- Personal Multimedia PortfolioUniversity of Hertfordshire, School of Electronic Communications and Electrical Engineering
The following resources come from the 2009/10 BSc (Hons) in Multimedia Technology (course number 2ELE0075) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate abilities to:
Design and implement multimedia applications
Apply System Development Life Cycle methodology
Create and manipulate a range of media elements such as image, sound and animation
This project requires students to apply the System Development Life Cycle methodology to design and implement their personal multimedia portfolios for specific target audiences, with proper use of different media elements including image, sound and animation.Steps for e-content development.pptx
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Flash cs4 intoduction class lecture notes
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
Front-End Analysis - Objective & Media Analysis.pdf
Front-End Analysis - Objective & Media Analysis
Objective Analysis
It is important to write clear, measurable objectives for developing effective training / performance and organization level.
The objective will determine what instructor should include in the content:
the instruction produce knowledge / performance
measure the effectiveness of of instruction
the media chosen to deliver the instruction
Primary purposes to write objectives:
Instructor think about objective before write it
Write meaningful objective
Media Analysis
Systematic and careful media selection is crucial for successful and cost-effective resolution of business problems.
A developed media analysis tool addresses various factors related to learners and costs relevant to delivery media.
Many types of media should be considered for the appropriate selection.
Multimedia is often associated with Computer-Based Training (CBT), but it's important to note that "media" is plural.
It is advisable to consider using a blended solution that incorporates whatever media are necessary for effective outcomes.
Augmented 7 cs_learning_design_workshop_7_may (1)
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
Course Development Template
The document outlines the 7 steps to develop a training course:
1. Define the course title and objectives
2. Define the course objectives
3. Identify course topics to achieve objectives
4. Develop course content following the agenda
5. List references used in developing the course
6. Develop evaluation instruments to measure competence
7. Submit materials for approval
ETEC 6993 | Lesson Plan: Using Future Technology
This lesson plan introduces students to the basic visual design principles of contrast, alignment, repetition, and proximity (CARP). Students will learn about CARP through a video lecture and readings. They will complete self-assessments to test their understanding. Students will then apply CARP in two activities - evaluating designs and creating their own design. The instructor will use an artificial intelligence tool called the Creative Design Inspector to objectively assess student work and provide feedback.
Summary Presentasi Ict - Designing and Evaluating CALL Program
This is a summary of the presentation in ICT class from the group 3.
We discussed about designing and evaluating CALL program.
Module 3 PBL Mini Series
This presentation offers more project ideas and further explores key elements of project based learning.
Corona Discovery Training Fall 2013
The document outlines an agenda for a professional development session on creating digital lessons using Discovery Education. The agenda includes examining Common Core assessments, reviewing new Discovery Education features, creating a digital assignment involving identifying learning targets, gathering text sources, planning student engagement and accountability, and designing a writing prompt. Teachers will learn how to build assignments in Discovery Education and reflect on digital lessons.
Unit 5 updated
The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.
Session2 pl online_course_15_september2011
The document outlines the agenda for Session 2 of a course on writing plain language web content. It includes reviewing homework from Session 1, learning how to write content appropriate for different user groups using the "bite, snack, meal" approach, an in-class assignment to write bites and snacks, discussing the assignment, and reviewing lessons before assigning homework for the next session.
designing your online course
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
Cindy's ict lesson template
The document outlines a lesson plan for a secondary 4 social studies class on the Iraq-Kuwait War. Students will learn about the war through a PowerPoint lecture and mind map activity before working in groups to create educational video clips on different aspects of the war as an assessment. Rubrics will be used to evaluate the video clips based on accuracy, production quality, creativity, and engagement.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting appropriate materials.
2) Choosing from different program types like tutorials, games, or simulations.
3) Selecting suitable software, considering flexibility and usability.
4) Structuring the program with clear tasks and feedback to promote interactivity.
Designing call-1
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting materials that meet learner needs.
2) Choosing from different program types like tutorials, games, or simulations based on the objectives.
3) Selecting appropriate software, like ToolBook, to develop the interactive content and exercises.
4) Structuring the program to provide explanation, present materials, and include assessment exercises.
5) Testing the program based on principles like interactivity, usability, content appropriateness, and performance.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting materials that meet learning goals.
2) Choosing from different program types like tutorials, games, or simulations based on the subject matter and intended interactivity.
3) Selecting appropriate software that allows for multimedia integration and flexibility in navigation.
4) Structuring the program to include an introduction, presentation of materials, and exercises to reinforce learning.
5) Testing the program based on principles of interactivity, usability, appropriate content, effectiveness, and performance.
Plan modulo de inglés tecnar
This 3 sentence summary provides an overview of the English module document:
The document outlines an English module for technical students that focuses on developing grammar structures and basic communication skills over 12 hours of lessons across 4 units. It details the objectives to teach grammar in context through vocabulary, mini conversations, and interactive activities. Students will be evaluated on their listening, reading, speaking, and writing competencies at the end of the module through exams, worksheets, and a final brochure project.
Data Structures 2005
This document contains lecture notes from Sanjay Goel's 2005 Data Structures course. Over 14 lectures, it discusses various topics related to problem solving, data structures, and software design. It provides assignments for students to practice describing problems clearly, developing test plans, and conceptualizing and physically designing data storage solutions. Key topics covered include problem characteristics, problem solving strategies, software team roles, program descriptions, testing approaches, and storage schemes for genealogical charts and Boolean functions.
Instructional Design Project
This document outlines a proposed training seminar on financial literacy for young adults. The seminar will last two hours and cover topics like loans, budgeting, and debt.
The seminar was designed using the ADDIE model of instructional design. It will include an icebreaker, presentation of objectives, assessment of prior knowledge, a lecture using various materials, opportunities for interaction and practice, feedback, and a final assessment.
Gagne's nine events of instruction will also guide the training plan to ensure learners are engaged. Materials include a presentation, worksheet, and certificate awarded for scoring 75% or higher on the final exam. The seminar's success will be evaluated based on certificates received and participant feedback
Similar to Joe Yun Cc Pr (20)
Front-End Analysis - Objective & Media Analysis.pdf
Front-End Analysis - Objective & Media Analysis.pdf
Summary Presentasi Ict - Designing and Evaluating CALL Program
Summary Presentasi Ict - Designing and Evaluating CALL Program
Joe Yun Cc Pr
- 1. Collection Name: Online lecture for dummies of Adobe Creative Suite CS4 Assignment 4: Designing an application profile based on CanCore. By Joe Yun
- 2. Scope and Mission: “ This category describes the key educational characteristics of this learning object.” ( Cancore guideline educational 2.0 ) This collection called ‘Instructional manual for dummies user of Adobe Creative Suite CS4’ is… The mission of this profile is to help designers’ understanding of Adobe Creative Suite CS4 through various learning resource types of information
- 5. Question?