- I-TECH India is a public health organization based in India that is affiliated with the University of Washington. It aims to build health systems capacity.
- The document describes an online leadership and management course offered by I-TECH India in partnership with the University of Washington.
- The 20-week course will cover topics like leadership, communication, conflict management, and using data for decision-making. Participants must complete weekly readings, discussions, and assignments to receive a certificate.
Surviving a BYOD Implementation - Tots Frisco 16Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising your AUP into an RUP, classroom management, and helping teachers to adapt.
The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.
Find out more and how to use the tool: http://www.nccmt.ca/resources/search/84
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Surviving a BYOD Implementation - Tots Frisco 16Diana Benner
Thinking about allowing students to bring their own devices to school next year? Join us as we discuss how to make this innovative approach work. Discussion will include the advantages and pitfalls of such an implementation, revising your AUP into an RUP, classroom management, and helping teachers to adapt.
The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.
Find out more and how to use the tool: http://www.nccmt.ca/resources/search/84
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Webinar: Driving Technology Adoption and Success from the Top, University of ...BlackboardEMEA
Learn how strong executive leadership helped drive technology adoption at the University of Salford
Good leadership is vital to any change process, especially when it comes to introducing new technology within a university. Strong executive sponsorship - a senior leader in the institution who is endorsing and driving the change is key to ensuring that technology adoption aligns with institutional goals and encouraging participation across the institution.
Gillian fielding blackboard webinar june 2015 finalgillianfielding
These are the slides from the webinar I gave on 10 June 2015 on Driving Technology Adoption & Success From The Top: Learn how strong executive leadership helped drive technology adoption at the University of Salford.
C11CS
Competitive Strategy
Course Handbook
2021/22
Competitive Strategy 2021
P a g e | 1
1. Introduction
The Competitive Strategy course aims to equip students with the core concepts, frameworks, and
techniques of competitive strategy. Students armed with this knowledge and ideas will better
understand what managers must do to make an organization achieve superior performance.
Competitive strategy is concerned about running an organisation, i.e. how to plan, manage, lead
and organise its activities to take advantage of market and industry opportunities. It provides the
direction and purpose for an organisation. The course videos and learning materials using various
frameworks and concepts will examine and evaluate companies in domestic and international
markets, employing a range of technologies, and operating within various regulatory and
environmental constraints. During the course students will learn how to analyse company
strategies; they will also learn via the tools of strategic analysis, how to evaluate strategic options
and how to formulate an effective strategy for implementation. The course’s objectives are to:
1. Understand the theoretical and practical issues involved in employing competitive strategy
concepts in organisations.
2. Critically evaluate a number of widely used conceptual frameworks which will be of immediate
and real value in future careers.
2. Learning Outcomes
On completion of this course you will be able to:
Subject mastery
1. Understand the integrative nature of competitive strategy.
2. Adeptly utilise and apply the competitive strategy tools and knowledge in a practical or academic
context through the use of global case studies.
3. Systematically and critically examine the effectiveness of the key competitive strategy
conceptual frameworks / models of analysis.
4. Identify and evaluate the role of organisational design and organisational culture in shaping
strategy and organisational performance.
Personal abilities
1. Develop analytical and problem-solving skills appropriate for a variety of subject and non-
subject specific contexts.
2. Develop a capacity to explain strategic analysis and justify strategic choices in a coherent
manner.
3. Develop independent working skills.
4. Develop communication skills, report writing.
Competitive Strategy 2021
P a g e | 2
The Global Teaching Team
This course is offered by staff located in Dubai, Edinburgh and Malaysia.
Campus Role Name Email Virtual Office
Hour (local time*)
Edinburgh
Global Course Leader John Sanders [email protected] 11.00am Monday
GMT
Tutor Stephen Bernard [email protected]
Course Leader Asraf Raouf [email protected]
Malaysia Course Leader Shaharudin Yunus [email protected] 10.00am Tuesday
3. Course Structure
This course is divided into 11 weekly learning themes or topics, each of these themes or topics is
accompanied by a series of recorded vi ...
Advancing the Methods of Evaluation of Quality and Safety Practice and Educa...Daniel McLinden
Improving healthcare in an organization requires individuals with the capability to design, test and implement improved processes in an organization with the capacity to support the scale and spread of improvement. If improvement capability is not widespread in the workforce then an intervention is needed to create the capability. In response to this challenge, Cincinnati Children’s designed and implemented a comprehensive Improvement Science curriculum to build capability. The program has achieved measurable improvements in both process and outcome measures of patient care and business processes. Incorporating unique design principles, this intervention served as a catalyst for quality transformation.
In this workshop we will share our perspective and provide examples with data that illustrates:
• Building support and buy-in through the design of participant selection.
• Creating an intervention to build capability that includes training but involves more than training.
• A comprehensive model based on competencies
• Expanding the four-level Kirkpatrick model evaluation with additional levels that encompass economic impact and network impact.
• Using self-assessment to evaluate learning outcomes.
Recent Innovations in Educational Technology in India for the Delivery of Lif...Anup Kumar Das
Presentation titled "Recent Innovations in Educational Technology in India for the Delivery of Lifelong Learning" was presented in a Webinar on ‘ICT Innovation in Education', organized by Smart Learning Institute of Beijing Normal University, during the "3rd Belt and Road Open Education Learning Week 2018".
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
Webinar: Driving Technology Adoption and Success from the Top, University of ...BlackboardEMEA
Learn how strong executive leadership helped drive technology adoption at the University of Salford
Good leadership is vital to any change process, especially when it comes to introducing new technology within a university. Strong executive sponsorship - a senior leader in the institution who is endorsing and driving the change is key to ensuring that technology adoption aligns with institutional goals and encouraging participation across the institution.
Gillian fielding blackboard webinar june 2015 finalgillianfielding
These are the slides from the webinar I gave on 10 June 2015 on Driving Technology Adoption & Success From The Top: Learn how strong executive leadership helped drive technology adoption at the University of Salford.
C11CS
Competitive Strategy
Course Handbook
2021/22
Competitive Strategy 2021
P a g e | 1
1. Introduction
The Competitive Strategy course aims to equip students with the core concepts, frameworks, and
techniques of competitive strategy. Students armed with this knowledge and ideas will better
understand what managers must do to make an organization achieve superior performance.
Competitive strategy is concerned about running an organisation, i.e. how to plan, manage, lead
and organise its activities to take advantage of market and industry opportunities. It provides the
direction and purpose for an organisation. The course videos and learning materials using various
frameworks and concepts will examine and evaluate companies in domestic and international
markets, employing a range of technologies, and operating within various regulatory and
environmental constraints. During the course students will learn how to analyse company
strategies; they will also learn via the tools of strategic analysis, how to evaluate strategic options
and how to formulate an effective strategy for implementation. The course’s objectives are to:
1. Understand the theoretical and practical issues involved in employing competitive strategy
concepts in organisations.
2. Critically evaluate a number of widely used conceptual frameworks which will be of immediate
and real value in future careers.
2. Learning Outcomes
On completion of this course you will be able to:
Subject mastery
1. Understand the integrative nature of competitive strategy.
2. Adeptly utilise and apply the competitive strategy tools and knowledge in a practical or academic
context through the use of global case studies.
3. Systematically and critically examine the effectiveness of the key competitive strategy
conceptual frameworks / models of analysis.
4. Identify and evaluate the role of organisational design and organisational culture in shaping
strategy and organisational performance.
Personal abilities
1. Develop analytical and problem-solving skills appropriate for a variety of subject and non-
subject specific contexts.
2. Develop a capacity to explain strategic analysis and justify strategic choices in a coherent
manner.
3. Develop independent working skills.
4. Develop communication skills, report writing.
Competitive Strategy 2021
P a g e | 2
The Global Teaching Team
This course is offered by staff located in Dubai, Edinburgh and Malaysia.
Campus Role Name Email Virtual Office
Hour (local time*)
Edinburgh
Global Course Leader John Sanders [email protected] 11.00am Monday
GMT
Tutor Stephen Bernard [email protected]
Course Leader Asraf Raouf [email protected]
Malaysia Course Leader Shaharudin Yunus [email protected] 10.00am Tuesday
3. Course Structure
This course is divided into 11 weekly learning themes or topics, each of these themes or topics is
accompanied by a series of recorded vi ...
Advancing the Methods of Evaluation of Quality and Safety Practice and Educa...Daniel McLinden
Improving healthcare in an organization requires individuals with the capability to design, test and implement improved processes in an organization with the capacity to support the scale and spread of improvement. If improvement capability is not widespread in the workforce then an intervention is needed to create the capability. In response to this challenge, Cincinnati Children’s designed and implemented a comprehensive Improvement Science curriculum to build capability. The program has achieved measurable improvements in both process and outcome measures of patient care and business processes. Incorporating unique design principles, this intervention served as a catalyst for quality transformation.
In this workshop we will share our perspective and provide examples with data that illustrates:
• Building support and buy-in through the design of participant selection.
• Creating an intervention to build capability that includes training but involves more than training.
• A comprehensive model based on competencies
• Expanding the four-level Kirkpatrick model evaluation with additional levels that encompass economic impact and network impact.
• Using self-assessment to evaluate learning outcomes.
Recent Innovations in Educational Technology in India for the Delivery of Lif...Anup Kumar Das
Presentation titled "Recent Innovations in Educational Technology in India for the Delivery of Lifelong Learning" was presented in a Webinar on ‘ICT Innovation in Education', organized by Smart Learning Institute of Beijing Normal University, during the "3rd Belt and Road Open Education Learning Week 2018".
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
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.
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.
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1. Leadership & Management in Health
Dr. Madhuri Mukherjee
Site Coordinator
I-TECH India
Orientation session
16-09-2021
University of Washington
Online Course
2. • UW International Training & Education Centre for
Health Private Limited (I-TECH India) is an Indian
company with its roots in the International Training
and Education Center for Health (I-TECH), a global
network, based in the University of Washington’s
Department of Global Health at Seattle, Washington.
• I-TECH India is committed to building long-term
capacity in health systems strengthening; human
resources for health; and targeted, and data-driven
interventions that are responsive to local needs.
• I-TECH India unites some of the most experienced
public health specialists, teachers, practitioners and
researchers, who help to address the public health
challenges and support initiatives of the healthcare
system in India.
• I-TECH India works in the PEPFAR priority states of
Northeast India namely, Manipur, Mizoram and
Nagaland and the district of Mumbai.
2
About I-TECH INDIA
www.itech-india.org
3. What we do
• I-TECH India works with the National AIDS Control Organisation (NACO),
MoHFW, GoI to strengthen the health systems under National AIDS Control
Programme (NACP) and ensure comprehensive service delivery. I-TECH India
program activities are in line with the UNAIDS 95-95-95 targets.
• In India, I-TECH has been a key PEPFAR implementing partner since 2003,
supporting HIV prevention, care and treatment program at national, state
and facility levels.
• We are a Southeast Asia regional partner to the University of Washington
eDGH (Department of Global Health - e-learning programme) to offer this
course in India.
• Site name : India New Delhi I-TECH
4. I-TECH India Team
4
Dr. Madhuri Mukherjee
Site Coordinator
Ms. Divya Gulati
Moderator
Ms. Sweta Patil
Coordinator
Mr. Pravin Singh
IT Support
Experts from Public Health background facilitate the weekly webinars
6. I-TECH Overview
• International Training and Education Center for Health
(I-TECH) is a center in the University of Washington's
Department of Global Health.
• I-TECH has presence in sixteen countries.
• Partners with local ministries of health, Universities, Non-
Governmental Organizations (NGOs), medical facilities,
and other partners to support the development of a
skilled health work force and well-organized national
health delivery systems.
8. eDGH of University of Washington
I-TECH’s distance learning and e-learning projects provide opportunities for health
care professionals in resource-limited settings to gain knowledge and skills while
minimizing their need to leave the workplace.
Courses Offered
• Clinical Management of HIV
• Leadership & Management in Global Health
• Project Management in Global Health
• Fundamentals of Implementation Science
• Monitoring & Evaluation in Global Health
• Fundamentals of Global Research
• Global Mental Health
• Introduction to Epidemiology in Global Health
• Policy Development & Advocacy for Global Health
• Wellbeing for Health Professionals
10. Learning objectives include:
o Approach management challenges in health settings
o Use core principles and tools from human resource and financial
management to address challenges and solve problems
o Identify and consult appropriate sources of data for making sound
decisions
o Align and motivate individuals, systems, and resources toward a
common purpose
o Design and manage systems that demonstrate accountability to
stakeholders
o Identify monitoring and evaluation methods that answer key
questions about programmatic efficiency and effectiveness
o Refine a professional value system
10
Purpose of the course
Course Objectives
11. Course Details
Online Self Learning
The online component (course website canvas) - information,
materials, discussion forums, quizzes and assignments
The in-person component – live webinars
Course Duration: 20th September – 05th December 2021
Course Format
• Lecture videos
• Readings
• Discussion forums
• Quizzes
• ILP – Individual Learning Plan
• Final Presentation (Leadership Journey or Persuasive
Speech)
12. 12
Modules
Module No. Topic
1 The Leading & Managing Framework
2 Leadership & Building Teams
3 Supervising & Delegating
4 Conflict Management
5 Communicating Effectively
6 Influence Without Authority
7 Systems Thinking
8 Program & Project Management
9 Using Data for Management Decision Making
10 Accountability & Financial Management
13. Grading – Course Completion
Must score 70%
to pass
=
Certificate of
Completion
Attendance Points
Weekly webinars 7 out of 10
13
Grading & Eligibility criteria
for certificate
14. GET STARTED – STEP 1
Go to the course website:
https://uwgh.instructure.com
You will be prompted to login.
Please use your email address
for your login (your email
address from the time of
registration to edgh course
website)
15. GET STARTED – STEP 2
Enter your email address and
select ‘Forgot Password’
This will allow you to create
a password for the course.
16. GET STARTED – STEP 3
Enter your email address
(your email address from the
time of registration to edgh
course website)
Select ‘Request Password.’
17. GET STARTED – STEP 4
You will receive an email with
instructions on creating a password.
This email may go to your spam box,
so be sure to check your
Spam/junk/promotions folder if you
do not see the email in your inbox.
i. Open the email message
ii. Click on the link that reads:
‘Click here to set a new password”
iii. Type a password you can remember
but cannot be easily guessed
iv. Click “Update Password”
v. You will arrive at the Canvas
dashboard. Welcome!
19. Asking Tech Support Questions
• Course / Topic
• Email address you use to login into the course
• Detailed description of the problem
• A screenshot (if applicable)
• Whether you are experiencing the problem on a mobile
device
21. LIVE DEMO OF THE COURSE CANVAS
uwgh.instructure.com
22. Course Policy Quiz (Ungraded)
To gain access to module 1 & 2, it is mandatory to complete the course policy quiz
23. Timelines for
assignments
23
MONDAY,
12.29 PM, IST
Course material is accessible on course canvas for one month
after the end of the course. Participants are encouraged to
download the course material well in advance (by 31st
December 2021).
24. Weekly Schedule
Week/
Module
Module Op. date
(IST, 12 noon)
Topic
Session Date
(Tuesday,
3 to 4 pm)
Assignment Due
Date
(IST, 12 noon)
Module Cl. Date
(IST, 12 noon)
1 20-09-2021 The Leading & Managing
Framework
21-09-2021 27-09-2021 04-10-2021
2 20-09-2021 Leadership & Building Teams 28-09-2021 04-10-2021 11-10-2021
3 27-09-2021 Supervising & Delegating 05-10-2021 11-10-2021 18-10-2021
4 04-10-2021 Conflict Management 12-10-2021 18-10-2021 25-10-2021
5 11-10-2021 Communicating Effectively 19-10-2021 25-10-2021 01-11-2021
6 18-10-2021 Influence Without Authority 26-10-2021 01-11-2021 08-11-2021
7 25-10-2021 Systems Thinking 02-11-2021 08-11-2021 15-11-2021
8 01-11-2021 Program & Project Management 09-11-2021 15-11-2021 22-11-2021
9 08-11-2021 Using Data for Management
Decision Making
16-11-2021 22-11-2021 29-11-2021
10 15-11-2021 Accountability & Financial
Management
23-11-2021 29-11-2021 06-12-2021
22-11-2021 Final Presentation 06-12-2021 13-12-2021
28. Weekly Expectations
• Spend about 6 -8 hours per week
• Attend weekly webinars (Zoom)
• Post to discussion board
• Take up Quiz
• Keep up on ILPs
• Submit Final Presentation for review to I-TECH India and
upload to canvas on approval
• We cannot accept late submissions due to the large
number of students in the course
• Plagiarism is not acceptable
29. WhatsApp
Purpose
Webinar invites, recorded links of webinars, reminders on assignment due
dates and submissions, discussions, addressing queries from site participants.
Agree on ground rules
• Use the group only for queries/questions related to course
• Do not post greetings, forwards or pictures
• Quiz answers should not be discussed or shared – It will be considered as
plagiarism and may cause discontinuation from course
• If you want to chat with an individual, contact them directly instead of
carrying on within the group.
• Be respectful and honor confidentiality
30. Tips on How to Succeed
• Be patient with yourself as you figure out what works for you
• Get familiar with the course website and syllabus
• Block out time in your weekly schedule for completing assignments
• Attend weekly webinars
• Ask questions and discuss the content in your groups and discussion
forums online
31. • Take up course policy quiz and introduce
yourself on the canvas
• Participate in weekly webinars conducted
by I-TECH India. Attendance will be tracked
for each participant. You need to attend 7
out of 10 webinars.
• Post on discussion forum
• Complete weekly quiz
• Submit ILPs (Part 1, Part 2, Final Part)
• Submit presentation
• Use WhatsApp group for course related
query only. You may also contact over email
• Do not share or discuss quiz answers on
Whatsapp group- it will be considered as
plagiarism and may cause discontinuation
from course
• Late submissions for any assignment will
not be accepted.
• Contact I-TECH India team in case of any
technical support or course related
question
• Participants Must score atleast 70% in
order to get Certificate of Completion
31
To summarize