This document provides an overview of the activities and assignments for Lab 2 of an educational development course. It includes completing a weekly personal planning tool to set and monitor goals, taking a strategic learning questionnaire and reflecting on the results, practicing writing goals according to a TASC framework, and an introduction to lab teams where students will analyze and discuss tasks together.
The document provides information about Lab 6 activities for the week, including:
- A reminder that Test 1 will take place on campus on October 26 from 6-7:20pm in room MAC D211, and those who miss it will not be able to make it up.
- An overview of the lab activities which involve revisiting a past lab activity, completing a weekly personal planning tool, reflecting on a collaborative challenge, and analyzing time use.
- Details and resources for each activity, including deadlines and requirements to submit a personal planning tool, collaborative challenge reflection, and time analysis activity by the end of the week.
This document provides an overview of the activities for Lab 2, which focuses on task understanding and self-regulated learning (SRL). Students will share their metaphors for SRL from the previous lab, complete reflection activities using a planner and questionnaire to evaluate their SRL strengths and weaknesses, analyze an upcoming lecture task, and discuss their analyses in a class discussion. The goal is to improve students' understanding of tasks through applying the SRL cycle of planning, monitoring, and evaluating their learning processes.
This document provides an overview of the activities and goals for Lab 3. The lab focuses on goal setting and monitoring. Students will use a planning tool called "My Planner" to set goals and evaluate their progress. They will also discuss what they learned from analyzing a task in the previous lab and interviewing an instructor. Additionally, students will practice setting goals by evaluating and improving goals written by past students. For homework, students will find and review an online or app-based tool for goal setting. The lab will conclude with Quiz 1 during the scheduled lab time.
This document provides an overview of Lab 1 for an ED-D 101 course on self-regulated learning. It includes the following:
1) An introduction to the course labs, which help students apply concepts from lectures to improve their learning and self-regulation skills through planning, self-assessment, and making changes activities.
2) An overview of the activities for Lab 1, which include getting to know yourself and others through a survey, assessing your existing knowledge on a survey, setting a learning goal and evaluating it in a planner, and finding an image that represents self-regulated learning to you and explaining it.
3) Reminders about completing and submitting the lab work on time through the CourseSpaces online
Lesson 1.1 Familiarize Yourself with Project Work, Timeline, and Group Membersguestda7194
This document outlines the objectives and tasks for Week 1 of an online course project. It introduces the project timeline, tasks to be completed each week by individual students and in groups, and the tools to be used. Students are asked to introduce themselves on the course wiki and reply to other students' introductions to get acquainted with their teammates.
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
This document provides information about an AS Philosophy course. It outlines what is expected of students, including interest, participation, organization, homework, and independent study. Students can expect an engaging course with varied activities, organization to help them succeed, clear homework guidelines and feedback, and encouragement. The course covers four modules that will be assessed through two exams. Studying philosophy requires consciously developing skills like analytical reading, note-taking, identifying weaknesses, using examples, and practicing philosophy.
The document discusses the SAMR model, which is a framework for integrating technology into teaching and learning. It provides four levels - substitution, augmentation, modification, and redefinition - to help educators purposefully select technologies. The agenda covers exploring these levels through group activities, analyzing examples using a continuum, and reflecting on current practices. The goal is for teachers to identify opportunities to transform instruction by moving technology uses from enhancement to activities that could not be done without technology.
The document provides information about Lab 6 activities for the week, including:
- A reminder that Test 1 will take place on campus on October 26 from 6-7:20pm in room MAC D211, and those who miss it will not be able to make it up.
- An overview of the lab activities which involve revisiting a past lab activity, completing a weekly personal planning tool, reflecting on a collaborative challenge, and analyzing time use.
- Details and resources for each activity, including deadlines and requirements to submit a personal planning tool, collaborative challenge reflection, and time analysis activity by the end of the week.
This document provides an overview of the activities for Lab 2, which focuses on task understanding and self-regulated learning (SRL). Students will share their metaphors for SRL from the previous lab, complete reflection activities using a planner and questionnaire to evaluate their SRL strengths and weaknesses, analyze an upcoming lecture task, and discuss their analyses in a class discussion. The goal is to improve students' understanding of tasks through applying the SRL cycle of planning, monitoring, and evaluating their learning processes.
This document provides an overview of the activities and goals for Lab 3. The lab focuses on goal setting and monitoring. Students will use a planning tool called "My Planner" to set goals and evaluate their progress. They will also discuss what they learned from analyzing a task in the previous lab and interviewing an instructor. Additionally, students will practice setting goals by evaluating and improving goals written by past students. For homework, students will find and review an online or app-based tool for goal setting. The lab will conclude with Quiz 1 during the scheduled lab time.
This document provides an overview of Lab 1 for an ED-D 101 course on self-regulated learning. It includes the following:
1) An introduction to the course labs, which help students apply concepts from lectures to improve their learning and self-regulation skills through planning, self-assessment, and making changes activities.
2) An overview of the activities for Lab 1, which include getting to know yourself and others through a survey, assessing your existing knowledge on a survey, setting a learning goal and evaluating it in a planner, and finding an image that represents self-regulated learning to you and explaining it.
3) Reminders about completing and submitting the lab work on time through the CourseSpaces online
Lesson 1.1 Familiarize Yourself with Project Work, Timeline, and Group Membersguestda7194
This document outlines the objectives and tasks for Week 1 of an online course project. It introduces the project timeline, tasks to be completed each week by individual students and in groups, and the tools to be used. Students are asked to introduce themselves on the course wiki and reply to other students' introductions to get acquainted with their teammates.
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
This document provides information about an AS Philosophy course. It outlines what is expected of students, including interest, participation, organization, homework, and independent study. Students can expect an engaging course with varied activities, organization to help them succeed, clear homework guidelines and feedback, and encouragement. The course covers four modules that will be assessed through two exams. Studying philosophy requires consciously developing skills like analytical reading, note-taking, identifying weaknesses, using examples, and practicing philosophy.
The document discusses the SAMR model, which is a framework for integrating technology into teaching and learning. It provides four levels - substitution, augmentation, modification, and redefinition - to help educators purposefully select technologies. The agenda covers exploring these levels through group activities, analyzing examples using a continuum, and reflecting on current practices. The goal is for teachers to identify opportunities to transform instruction by moving technology uses from enhancement to activities that could not be done without technology.
This document provides guidance on compiling an ePortfolio, including:
- The purpose of an ePortfolio is to showcase skills, achievements, and reflections over time.
- Students should include plans, targets, progress, achievements, learning experiences, aspirations, reflections, and examples of best work in their ePortfolio.
- An ePortfolio helps students become better learners through reflection, supports progression, and provides evidence for assessments.
- The document outlines when and how students can compile their ePortfolio, including collecting evidence from lessons, assignments, extracurricular activities, and meetings.
This document provides an overview of the activities and assignments for Lab 11, which include:
1) Completing a weekly personal planning tool (PPT) and reviewing the previous week's PPT.
2) Submitting a reflection on Collaborative Challenge 2.
3) Completing the Strategic Learning Questionnaire (SLQ) for the second time and interpreting the results.
4) Updating their SRL report with new information and submitting the final report.
This document provides guidance on how to write a coursework assignment in a legitimate manner. It outlines that coursework is assigned to determine student knowledge and skills. Students should choose a unique topic that provides sufficient information. A solid plan should be made including requirements, work pattern, and word count. The introduction should summarize the purpose and effectiveness of the research. The body explains the research process and how objectives were achieved. The conclusion summarizes discussions and presents final observations. Appendices can include diagrams, charts, and other relevant materials. Revisions are important to proofread, detect mistakes, and rectify errors.
This document outlines the semester calendar of events and assignments for a thesis project over two semesters.
It includes the following key events and deadlines:
- Weeks 1-3: Introduction and getting started materials for semester 1. Quiz on guidelines. Literature reviews and thesis outline due.
- Weeks 4-6: Continued work on literature reviews, thesis outline, and introduction. Thesis draft #1 with introduction and roles/responsibilities sections due.
- Weeks 7-9: Analyze the problem, contingencies, and current systems. Disconnects analysis and accomplishments summary due.
- Weeks 10-12: Design initial intervention. Thesis draft #
There is a lot more to math than just complicated calculations and puzzling equations. With some practice and smart techniques, there is absolutely no reason for you to be nervous before a math test in your school or college.
This document provides guidance to students on completing their final assignment for a course on becoming informed consumers of literacy research. It outlines expectations for their group critique paper and presentation, including structuring the paper with sub-headings, avoiding simply re-describing studies and focusing on analysis and evaluation, and properly citing sources. Presentation tips are provided, emphasizing generating discussion questions and focusing on the research design rather than just recounting the study. Students are reminded to submit their final paper and PowerPoint by the due date.
Example of using the group wiki tool in a virtual learning enviromentguest3b8efb
Example of using the group wiki tool in a virtual learning enviroment (Blackboard) for studying Management and Strategy at Leicester Business School.
Would be pleased to receive feedback (see slide one for email address).
This document provides guidance on managing university assessments. It discusses the key elements of assessments, including different assessment formats and important information like deadlines, submission methods, and mark schemes. It emphasizes balancing one's workload throughout the year by starting assessments early and spreading the work across multiple units. It also stresses the importance of understanding assessment briefs and mark schemes fully to know what is required and how the work will be evaluated.
This document provides an overview of the activities and tasks for Lab 10. Students are asked to complete a weekly personal planning tool to self-reflect and set goals. They are also instructed to revisit strategies for reading and note-taking from previous discussions. Additionally, students will complete an activity to self-assess and regulate their motivation through goal-setting. Finally, students must submit an individual planning tool and expertise area cheat sheet for an upcoming collaborative challenge by the deadline.
This document provides an overview of the activities and assignments for Lab 3 of an education course. It includes:
1) Applying self-regulated learning strategies to one's own studying through a weekly personal planning tool and evaluating goals from the previous week.
2) A critical thinking activity that asks students to watch a video and consider the relationship between learning styles theory and effective studying strategies.
3) An introduction to different memory strategies like peg words, first letters, and memory locations (loci) through a strategy library, and a request to try one strategy to memorize information from another class.
This document outlines the agenda for a school leadership meeting. The objectives are to:
1) Help participants analyze school data and describe trends
2) Reflect on how their thinking has changed and finalize a school improvement project
3) Set SMART goals to address achievement
Participants will review multiple types of school data, analyze it using a "Five Why" protocol, discuss in small groups, and present draft conclusions and goals to the full group. Homework involves completing the Five Why analysis and preparing a presentation on an improvement plan.
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docxdurantheseldine
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
This document outlines the key points from a campus session on the Module 3 professional inquiry for the BAPP Arts program. It discusses defining a professional inquiry, the three parts of the final assessment, stages of the inquiry process, conducting a literature review, and next steps. The main takeaways are understanding what a professional inquiry entails, developing an action plan, reviewing the literature, and beginning the drafting process with guidance from an advisor. Key deliverables are submitting the critical review and artifact by January 8th, with oral presentations scheduled for January 20-21st.
This document provides guidance for students on their Module 3 professional inquiry project. It discusses defining a professional inquiry, reviewing the stages and steps of the inquiry process, and addressing where students currently are in their projects. The document offers advice on planning, analyzing findings from research and practitioner work, drafting the critical review, and developing the professional artifact. Key points covered include conducting a literature review, analyzing qualitative and quantitative data, and receiving formative feedback to guide work on the critical analysis and sample paragraphs.
This document outlines Alianna J. Maren's STOMP ePortfolio. It includes assignments on community building activities, time management tips, and a final project on developing a lesson plan and rubric for a text analytics course. For the community building activity, students propose sharing case studies to apply course concepts and build collaboration. The time management tips focus on maximizing the benefits of synchronous sessions. The final project involves selecting learning objectives and creating an assessment with rubric to evaluate students' understanding of extracting entities, concepts, and ontologies from text data.
Business administration level 1 award pp 2 oct15mwalsh2015
This document outlines the agenda and learning outcomes for a Level 1 Administration course week 2 session. The session includes an icebreaker activity, recap of the previous week, a Q&A with a college administrator, discussion of homework, completing tasks in pairs using office equipment, and setting homework on confidentiality in an administrative role. The session aims to meet 8 learning outcomes covering taking part in activities, using equipment properly, and producing business documents with accurate communication styles.
Final campus session 1 module 3 wbs3760 10.10.12Paula Nottingham
This document provides information and guidance for students completing their final module of the BAPP WBS3760 course. It discusses the three main assessment parts: a critical review, professional artefact, and oral presentation. Students are encouraged to find ways to manage their stress as things seem busy yet stagnant in the final module. Deadlines are provided for submitting assessments. The document also provides examples and guidance for the inquiry process, including developing research questions, managing ethical issues, reviewing literature, and gathering data. Students are instructed to update their advisors and use blogging to communicate with peers.
Due Date Sunday by 1159pm Total Points 100 InsAlyciaGold776
This document provides instructions for a project management assignment in an MS Project course. It outlines several requirements for the assignment, including updating a project file based on feedback, adding project management processes to the work breakdown structure (WBS), sequencing activities using predecessors, adding lead/lag times and constraints to tasks, identifying the critical path, and displaying the project in a network diagram view. It provides a due date of Sunday by 11:59pm and notes the assignment is worth 100 total points. Requirements include using MS Project to complete the assignment and saving the file with a specific naming convention.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
This document provides guidance on compiling an ePortfolio, including:
- The purpose of an ePortfolio is to showcase skills, achievements, and reflections over time.
- Students should include plans, targets, progress, achievements, learning experiences, aspirations, reflections, and examples of best work in their ePortfolio.
- An ePortfolio helps students become better learners through reflection, supports progression, and provides evidence for assessments.
- The document outlines when and how students can compile their ePortfolio, including collecting evidence from lessons, assignments, extracurricular activities, and meetings.
This document provides an overview of the activities and assignments for Lab 11, which include:
1) Completing a weekly personal planning tool (PPT) and reviewing the previous week's PPT.
2) Submitting a reflection on Collaborative Challenge 2.
3) Completing the Strategic Learning Questionnaire (SLQ) for the second time and interpreting the results.
4) Updating their SRL report with new information and submitting the final report.
This document provides guidance on how to write a coursework assignment in a legitimate manner. It outlines that coursework is assigned to determine student knowledge and skills. Students should choose a unique topic that provides sufficient information. A solid plan should be made including requirements, work pattern, and word count. The introduction should summarize the purpose and effectiveness of the research. The body explains the research process and how objectives were achieved. The conclusion summarizes discussions and presents final observations. Appendices can include diagrams, charts, and other relevant materials. Revisions are important to proofread, detect mistakes, and rectify errors.
This document outlines the semester calendar of events and assignments for a thesis project over two semesters.
It includes the following key events and deadlines:
- Weeks 1-3: Introduction and getting started materials for semester 1. Quiz on guidelines. Literature reviews and thesis outline due.
- Weeks 4-6: Continued work on literature reviews, thesis outline, and introduction. Thesis draft #1 with introduction and roles/responsibilities sections due.
- Weeks 7-9: Analyze the problem, contingencies, and current systems. Disconnects analysis and accomplishments summary due.
- Weeks 10-12: Design initial intervention. Thesis draft #
There is a lot more to math than just complicated calculations and puzzling equations. With some practice and smart techniques, there is absolutely no reason for you to be nervous before a math test in your school or college.
This document provides guidance to students on completing their final assignment for a course on becoming informed consumers of literacy research. It outlines expectations for their group critique paper and presentation, including structuring the paper with sub-headings, avoiding simply re-describing studies and focusing on analysis and evaluation, and properly citing sources. Presentation tips are provided, emphasizing generating discussion questions and focusing on the research design rather than just recounting the study. Students are reminded to submit their final paper and PowerPoint by the due date.
Example of using the group wiki tool in a virtual learning enviromentguest3b8efb
Example of using the group wiki tool in a virtual learning enviroment (Blackboard) for studying Management and Strategy at Leicester Business School.
Would be pleased to receive feedback (see slide one for email address).
This document provides guidance on managing university assessments. It discusses the key elements of assessments, including different assessment formats and important information like deadlines, submission methods, and mark schemes. It emphasizes balancing one's workload throughout the year by starting assessments early and spreading the work across multiple units. It also stresses the importance of understanding assessment briefs and mark schemes fully to know what is required and how the work will be evaluated.
This document provides an overview of the activities and tasks for Lab 10. Students are asked to complete a weekly personal planning tool to self-reflect and set goals. They are also instructed to revisit strategies for reading and note-taking from previous discussions. Additionally, students will complete an activity to self-assess and regulate their motivation through goal-setting. Finally, students must submit an individual planning tool and expertise area cheat sheet for an upcoming collaborative challenge by the deadline.
This document provides an overview of the activities and assignments for Lab 3 of an education course. It includes:
1) Applying self-regulated learning strategies to one's own studying through a weekly personal planning tool and evaluating goals from the previous week.
2) A critical thinking activity that asks students to watch a video and consider the relationship between learning styles theory and effective studying strategies.
3) An introduction to different memory strategies like peg words, first letters, and memory locations (loci) through a strategy library, and a request to try one strategy to memorize information from another class.
This document outlines the agenda for a school leadership meeting. The objectives are to:
1) Help participants analyze school data and describe trends
2) Reflect on how their thinking has changed and finalize a school improvement project
3) Set SMART goals to address achievement
Participants will review multiple types of school data, analyze it using a "Five Why" protocol, discuss in small groups, and present draft conclusions and goals to the full group. Homework involves completing the Five Why analysis and preparing a presentation on an improvement plan.
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docxdurantheseldine
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
This document outlines the key points from a campus session on the Module 3 professional inquiry for the BAPP Arts program. It discusses defining a professional inquiry, the three parts of the final assessment, stages of the inquiry process, conducting a literature review, and next steps. The main takeaways are understanding what a professional inquiry entails, developing an action plan, reviewing the literature, and beginning the drafting process with guidance from an advisor. Key deliverables are submitting the critical review and artifact by January 8th, with oral presentations scheduled for January 20-21st.
This document provides guidance for students on their Module 3 professional inquiry project. It discusses defining a professional inquiry, reviewing the stages and steps of the inquiry process, and addressing where students currently are in their projects. The document offers advice on planning, analyzing findings from research and practitioner work, drafting the critical review, and developing the professional artifact. Key points covered include conducting a literature review, analyzing qualitative and quantitative data, and receiving formative feedback to guide work on the critical analysis and sample paragraphs.
This document outlines Alianna J. Maren's STOMP ePortfolio. It includes assignments on community building activities, time management tips, and a final project on developing a lesson plan and rubric for a text analytics course. For the community building activity, students propose sharing case studies to apply course concepts and build collaboration. The time management tips focus on maximizing the benefits of synchronous sessions. The final project involves selecting learning objectives and creating an assessment with rubric to evaluate students' understanding of extracting entities, concepts, and ontologies from text data.
Business administration level 1 award pp 2 oct15mwalsh2015
This document outlines the agenda and learning outcomes for a Level 1 Administration course week 2 session. The session includes an icebreaker activity, recap of the previous week, a Q&A with a college administrator, discussion of homework, completing tasks in pairs using office equipment, and setting homework on confidentiality in an administrative role. The session aims to meet 8 learning outcomes covering taking part in activities, using equipment properly, and producing business documents with accurate communication styles.
Final campus session 1 module 3 wbs3760 10.10.12Paula Nottingham
This document provides information and guidance for students completing their final module of the BAPP WBS3760 course. It discusses the three main assessment parts: a critical review, professional artefact, and oral presentation. Students are encouraged to find ways to manage their stress as things seem busy yet stagnant in the final module. Deadlines are provided for submitting assessments. The document also provides examples and guidance for the inquiry process, including developing research questions, managing ethical issues, reviewing literature, and gathering data. Students are instructed to update their advisors and use blogging to communicate with peers.
Due Date Sunday by 1159pm Total Points 100 InsAlyciaGold776
This document provides instructions for a project management assignment in an MS Project course. It outlines several requirements for the assignment, including updating a project file based on feedback, adding project management processes to the work breakdown structure (WBS), sequencing activities using predecessors, adding lead/lag times and constraints to tasks, identifying the critical path, and displaying the project in a network diagram view. It provides a due date of Sunday by 11:59pm and notes the assignment is worth 100 total points. Requirements include using MS Project to complete the assignment and saving the file with a specific naming convention.
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
The document discusses an active learning classroom environment for a research project course. It covers several topics:
- The research project environment is active, group-based, and instructors act as facilitators. Work is assessed using industry standards.
- Students' work will be assessed as Exceeding Expectations, Meeting Expectations, or Needing Improvement. Meeting Expectations each time earns a B grade. Extra effort is needed for an A.
- Self-regulation lapses like absences, tardiness, or late assignments can negatively impact grades in addition to work quality assessments.
The document provides an overview of a campus session for a professional inquiry module. It discusses defining a professional inquiry, stages of the inquiry process like planning and analysis, and requirements for the module assessment including a critical review, professional artefact, and oral presentation. The session focused on understanding expectations, checking progress, discussing findings from research and literature, and getting feedback to move forward with analysis and writing up different parts of the assessment.
This document outlines the assignments, activities, discussions, and assessments for an online course titled EDU 310. Over the course of 5 weeks, students complete individual and group work related to lesson planning, learning theories, assessment strategies, and reflection on teaching practices. Assignments include writing lesson plans, analyzing instructional models, presenting on assessment types, and observing a teacher's lesson. Discussion questions address topics like objectives, decision making, learning styles, and using technology in the classroom. The goal is for students to gain knowledge and skills for effective teaching.
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Welcome to Lab 2! This weeks lab is on goal setting and monitoring. Goal setting is the second phase of the SRL cycle . When you set goals is allows you to generate feedback about how well you understand what you are being asked to do (if you don’t…), guide you in what to do next (you have plan), they motivate you, give you standard against which you can monitor progress & know whether something isn’t working right and you need to adjust approach. SECOND It’s not just enough to go through a list of things you need to do, you need to actively monitor how things are going Self-Monitoring is a central component of SRL. Occurs throughout all phases of SRL (is your understanding of the task good, are you goals working, is your approach working, what can you adjust or change to make things better?).
Before we get into today’s lab activity, I read through all your submissions last week, and it was great to see such a wide variety of people in this lab. Just a reminder to make sure you click the submit button after you finish an activity. I noticed some of you forgot last week. So go back and do this. I’ll cut some slack in terms of the due date for last week because it was the first lab. BUT in the future - you get 2 marks for each lab - 1 for engaging in the activities, and 1 for participating actively in the group activities. If you miss an activity, don’t finish one, it means you miss the lab mark. Also, add a photo to your moodle profile please. I can’t take you seriously when you look like an emoticon. 2 More things: 1. If you look in your feedback wiki, you’ll see some feedback about last lab’s “what you already know survey” The link to the feedback wiki is also under General course information at the top of the moodle shell. 2. Suggestion Box Part of the philosophy of this online lab is to build it together based on what you want in an online course. Feel free to give me feedback or suggestions - If you find something difficult or you really like something - let me know. The link for Suggestion box is also under General course information at the top of the moodle shell
Don’t forget to ask questions if you have them. YOU CAN ASK ABOUT - how to do activity in moodle not sure why you’re doing an activity or what you’re supposed to be learning from it confused about some course concepts… questions about the assignments or tests… 4) or problems in another class, not doing as well as you expected I’M AVAILABLE In person: office hours by appointment, don’t hesitate to email me to set one up on skype: I’ll be online during Wednesday night 6-7:20 with any problems you run into. Or by appointment By Email. I generally answer emails in the morning. So keep in mind if you leave the lab to the last minute, it’s unlikely I’ll be getting back to you at 9pm on a Friday. I hope you won’t be doing labs on 9pm on a Friday either whenever possible. In the lab forum: to have discussions with me and other students - about moodle or assignments or other classes.
Just like last week, today’s lab activities help you to apply the SRL cycle in your own learning, think about and evaluate how well you go about self-regulating your learning when you study, practice setting high quality TASC goals critical for self-regulated learning. Also in today’s lab we will start working in lab teams in order to revisit what you found in the lecture task analysis from Lab 1.
Today’s lab starts with the second PPT. Weekly PPTs guide you in engaging in the self-regulated learning cycle by (b) Monitoring how well things went last week (successes as well as the difficulties you encountered while trying to achieve the goal you set last week. By doing this you can identify reoccurring problems that you’re having and make better plans to avoid them). You can review your PPT from last week linked under resources on this page. (a) It also helps you to plan for this week by setting a TASC goal for something you need to do in another course (could be for a formal assignment - goal you need to achieve as part of working on a homework set, exam, test, paper…could be informal task like a goal you need to achieve in a lecture, a reading, etc. Again just a reminder that even though we use the quiz tool in moodle -none of the lab work is a quiz. There are no right or wrong answers. But to make PPTs work for you (and get your lab mark), you need to be thoughtful and reflective in your PPT Just a hint- point form is not thoughtful or reflective. If it takes you less than 10-15 minutes to do a PPT, you should be digging deeper in order to make these reflections really WORK for you. Second, now that you have learned what effective goal setting is, you should be setting TASC goals in your PPT in order to get them to actually work for you (and to ge the lab mark). When you are finished click 'submit all and finish’ You can also save your work by clicking “save without submitting” and return to it at any time.
The second lab activity asks you to complete the Strategy Learning Questionnaire (or SLQ) The SLQ is designed to help you assess your self-regulate your learning in term sof the things you do before, during, and after studying. Your scores on this questionnaire will let you know where your strengths and weaknesses as a self-regulated learner lie. To complete the SLQ, think of a recent study session you did for a test/exam. When you answer the questions, think about that specific study session. Remember, there are no right or wrong answers, so be honest! The SLQ is completed in a tool called WebQ. You must complete this questionnaire all at one time (I.e. you can’t close your work and return to it later). Your WebQ login name is the first part of your preferred email address in the UVic system (i.e. everything before the @ symbol) The password is edd101 If you have problems logging in, contact me and I will give you a login. You may not have one if you registered late. When youre ready complete the SQL by clicking the link in the green box The Help with WebQ resource walks you through accessing the questionnaire step by step. .
The next lab activity asks you to report your SLQ results and interpret and reflect on what they mean for you in SLQ Reflection. Your scores on the SLQ questionnaire let you know where your strengths and weaknesses as a self-regulated learner lie. Specifically, you are given scores on a range of activities involved in before, during and after studying. For each activity you are given two types of scores intent scores (or what you intended to do when you studied) Engagement scores (or what you really did when you studied) In the SLQ Reflection activity asks you to record your scores in a table, and answer some questions that prompt you to think about what your scores mean in terms of 1) Whether there a good match between what you intended to do and what you really did? 2) what were your studying strenghths were overall (or the types of things you thought were important and scored highly on 3) And what your studying weaknesses were (or the kinds of things you thought were important but scored low on) When you are ready, click on the SLQ reflection activity. To complete the reflection, make sure your name is selected in the left drop down menu at the top of the wiki and click the “edit” tab at the top of the wik.i If one of your students cannot log in to WebQ, check the master sheet first, in case they are using the wrong login. But if the student is new or if their login just doesn't work, you can give them a spare login (located towards the bottom of the master sheet and also listed in the "WebQ spare logins" wiki of this guide). If you assign one of your students a spare login, they must continue to use that for the rest of the semester, so please have them take note of it and also record their name in the WebQ spare logins wiki.
In this activity, we will start working on setting really effective TASC goals. As you know, goal setting is the second phase of the SRL cycle, but not all goals are equally effective. To be realy effective, goals need to be TASC goals: Goals are different than the things you find on a to-do list. T mean the goal should explain what you want to do in a 2 hour timeframe (maximum - so not spread out over the week) A means the goal should explain the speciifc action you will take to learn/remember the information (identify, explain, compare and contrast S means the goal should provide you with a standard (or some way to know if and how well you’ve achieved the goal) C means the goal should explain what specific course material/content or course concepts you want to learn. In the past, ED-D 101 students who set good TASC goals, were more confident in their ability to achieve their goals and reported actually attaining their goals more. However, learning how to set TASC goals takes some practice before it becomes second nature. A great way to do this is to (a) practice revising other people's goals and and (b) see others break down goals into TASC goals. SO In this activity, you'll view 3 goals written by previous ED-D 101 students in their PPTs. Your job is to evaluate their quality, assess whether or not they meet the TASC criteria, and re-write each of them to make them a TASC goal. When you re-write the goals, you might have to leave out information included in the original goal, make up new information missing from the original goal, or rephrase information provided. After you post your answer, you can see how other members of the lab did this. At the end of the week, I wlil post my answers.
In lab we will frequently be working in small groups or teams. The goal is to give you an opportunity to interact with others in your lab and see how each of you is using ED-D 101 course concepts. Your team has the freedom to decide how you want to work on team lab activities. In the past, teams have added each other on skype and worked through activities with online chat, or have created private groups in facebook (benefits of this option are group chat, wall post, messages). Or else you could decide to meet in person.
The team task analysis discussion, is the first team activity of the semester. It asks you to discuss and compare what you found in your lecture task analyses from Lab 1 and complete a series of questions in the task analysis discussion activity. You do not each need to submit this activity. Instead you discuss and write the answers as a group then asign one member to enter the answers and submit on behalf of the group. To meet your group and get started with coordinating the task analysis discussion, go to the My Team Forum. Your first post in this forum is due Friday and the Team Task Analysis Discussion is due Tuesday.
That concludes Lab 2. Here is an overview of this weeks lab activities to help you keep track of what you have submitted. Remember all lab activities are due Friday except the Task Analysis team discussion is due next Tuesday. Don’t hesitate to contact me if you have any questions. And have a great week!