This document provides guidance for developing an online course structure in Blackboard, including a course syllabus. It recommends including specific elements in the syllabus such as course objectives, evaluation policies, technology requirements and an academic calendar listing weekly topics, activities and resources. It also recommends setting up various online course components in Blackboard like announcements, assignments, discussions and groups. The spreadsheet is meant to be used to explicitly list all activities and resources needed each week to help students achieve goals and to guide course production.
Este documento presenta el diseño curricular para el Profesorado de Educación Especial con orientación en Discapacidad Intelectual de la Provincia de Córdoba. Describe el proceso de construcción del diseño, los principios y acciones consideradas. Incluye las finalidades de la formación docente en Educación Especial, los sujetos involucrados y la estructura curricular propuesta, con las asignaturas de cada año de la carrera.
Saul Griffith: An Engineer's Approach To Climate. Working Backwards From Wher...Gigaom
This document provides information about energy usage and carbon emissions on individual and global scales. It begins by explaining how energy and power are measured, then calculates the author's personal energy usage as 18,000 Watts. On a global scale, it shows that average per capita power usage is highest in North America at 11,400 Watts, followed by Europe at 5,400 Watts. Total global energy production is estimated at 18 Terawatts, with fossil fuels like gas, coal and oil making up the majority. Finally, it charts the rise in atmospheric CO2 levels since 1955 according to ice core data and direct measurements.
This document discusses grouping arrangements and interaction patterns in language classrooms. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different styles, including task-oriented, phantom, social, dependent, isolated, and alienated students. Finally, it examines different grouping arrangements teachers can use, including whole class, group work, and individual work, and factors to consider when choosing arrangements.
Nos permite insertar elementos multimedia como sonidos, videos, hipervínculos, etc.
•
Ilustraciones: Aquí podremos insertar gráficos, imágenes, diagramas, capturas de pantalla, etc.
•
Texto: Para insertar cajas de texto, fechas, horas, número de página, encabezados y pies de página
•
Símbolos: Para insertar símbolos especiales como divisas, flechas, símbolos matemáticos, etc.
•
Enlaces: Para insertar hipervínculos a
Algunas dimensiones profesionalizacion_docentes_representaciones_temas_agenda...Gustavo Guinle
El documento discute la importancia del factor humano en la educación y las limitaciones de las reformas educativas que no consideran adecuadamente a los docentes. Señala que las políticas educativas deberían enfocarse en la profesionalización integral de los docentes a través de mejor formación, condiciones laborales y remuneración para así mejorar la calidad de la enseñanza.
This document provides an overview of financial functions in Excel used for analysis. It lists the key information requirements and functions for areas such as loan repayments, securities, discount cash flows, and basic statistics. Some of the major functions covered include PV, NPV, IRR, MIRR, XIRR, COUPDAYBS, COUPDAYS, COUPDAYSNC, YIELD, PRICE, DISC, PRICEDISC, YIELDDISC, PRICEMAT, YIELDMAT, ACCRINTM, INTRATE, RECEIVED, TBILLEQ, TBILLPRICE, TBILLYIELD, AVERAGE, TRIMMEAN, HAR
This document summarizes a research paper on proposing a synergistic supply chain for prefabricated house building in developing countries. It begins by outlining housing issues in developing countries like inadequate and poor quality housing. It then discusses how prefabricated housing construction, where house components are manufactured in a factory, can address these issues by improving quality, reducing costs and time. The document proposes a supply chain model that integrates lean and agile principles for prefabricated house building and suggests using Last Planner System for coordination. It provides examples of prefabricated housing practices and challenges in countries like China and India.
A Confederação Nacional da Indústria (CNI) apresentou nesta quinta-feira (10), em São Paulo, uma agenda com propostas para o Brasil aumentar os investimentos em biotecnologia industrial, promoção da saúde humana e do agronegócio. Entre as propostas da Agenda de Bioeconomia da CNI estão a modernização do marco regulatório, o aumento dos investimentos em pesquisa, desenvolvimento e inovação, a ampliação e modernização da infraestrutura laboratorial, o estímulo ao empreendedorismo e à disseminação da cultura da inovação.
Este documento presenta el diseño curricular para el Profesorado de Educación Especial con orientación en Discapacidad Intelectual de la Provincia de Córdoba. Describe el proceso de construcción del diseño, los principios y acciones consideradas. Incluye las finalidades de la formación docente en Educación Especial, los sujetos involucrados y la estructura curricular propuesta, con las asignaturas de cada año de la carrera.
Saul Griffith: An Engineer's Approach To Climate. Working Backwards From Wher...Gigaom
This document provides information about energy usage and carbon emissions on individual and global scales. It begins by explaining how energy and power are measured, then calculates the author's personal energy usage as 18,000 Watts. On a global scale, it shows that average per capita power usage is highest in North America at 11,400 Watts, followed by Europe at 5,400 Watts. Total global energy production is estimated at 18 Terawatts, with fossil fuels like gas, coal and oil making up the majority. Finally, it charts the rise in atmospheric CO2 levels since 1955 according to ice core data and direct measurements.
This document discusses grouping arrangements and interaction patterns in language classrooms. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different styles, including task-oriented, phantom, social, dependent, isolated, and alienated students. Finally, it examines different grouping arrangements teachers can use, including whole class, group work, and individual work, and factors to consider when choosing arrangements.
Nos permite insertar elementos multimedia como sonidos, videos, hipervínculos, etc.
•
Ilustraciones: Aquí podremos insertar gráficos, imágenes, diagramas, capturas de pantalla, etc.
•
Texto: Para insertar cajas de texto, fechas, horas, número de página, encabezados y pies de página
•
Símbolos: Para insertar símbolos especiales como divisas, flechas, símbolos matemáticos, etc.
•
Enlaces: Para insertar hipervínculos a
Algunas dimensiones profesionalizacion_docentes_representaciones_temas_agenda...Gustavo Guinle
El documento discute la importancia del factor humano en la educación y las limitaciones de las reformas educativas que no consideran adecuadamente a los docentes. Señala que las políticas educativas deberían enfocarse en la profesionalización integral de los docentes a través de mejor formación, condiciones laborales y remuneración para así mejorar la calidad de la enseñanza.
This document provides an overview of financial functions in Excel used for analysis. It lists the key information requirements and functions for areas such as loan repayments, securities, discount cash flows, and basic statistics. Some of the major functions covered include PV, NPV, IRR, MIRR, XIRR, COUPDAYBS, COUPDAYS, COUPDAYSNC, YIELD, PRICE, DISC, PRICEDISC, YIELDDISC, PRICEMAT, YIELDMAT, ACCRINTM, INTRATE, RECEIVED, TBILLEQ, TBILLPRICE, TBILLYIELD, AVERAGE, TRIMMEAN, HAR
This document summarizes a research paper on proposing a synergistic supply chain for prefabricated house building in developing countries. It begins by outlining housing issues in developing countries like inadequate and poor quality housing. It then discusses how prefabricated housing construction, where house components are manufactured in a factory, can address these issues by improving quality, reducing costs and time. The document proposes a supply chain model that integrates lean and agile principles for prefabricated house building and suggests using Last Planner System for coordination. It provides examples of prefabricated housing practices and challenges in countries like China and India.
A Confederação Nacional da Indústria (CNI) apresentou nesta quinta-feira (10), em São Paulo, uma agenda com propostas para o Brasil aumentar os investimentos em biotecnologia industrial, promoção da saúde humana e do agronegócio. Entre as propostas da Agenda de Bioeconomia da CNI estão a modernização do marco regulatório, o aumento dos investimentos em pesquisa, desenvolvimento e inovação, a ampliação e modernização da infraestrutura laboratorial, o estímulo ao empreendedorismo e à disseminação da cultura da inovação.
Designing Online Resources to Enhance In-Class InteractionsNITLE
The document discusses using Kolb's learning cycle model to design online resources that enhance in-class interactions. It shares examples of how the authors applied this model at their universities to develop online modules that help optimize face-to-face class time. The goals are to examine Kolb's model for designing learning environments, share examples of applying it to develop flexible online tutorials, and promote discussion of its applicability at other institutions.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This unit plan focuses on exploring war during a specific time period in United States history. It includes loose alignment to a few social studies standards related to cultural groups' experiences and the development of American society and culture. The plan lists content topics and skills but lacks details about assessments, activities, or how the standards, content, and skills interconnect. Key areas for improvement include more specific alignment to the full set of relevant standards, upgrading instructional targets and assessments, and articulating connections between elements to demonstrate depth and rigor.
Abelardo Paerdo, Jurgen Schulte
In conventional learning environments, instructors are typically faced with the trade-off between the quality of the student experience and the workload in terms of hours dedicated to deliver that ex- perience. This trade-off is exacerbated in the context of courses with large student cohorts. In these scenarios, instructors are fully aware of strategies that would increase the quality of a course such as frequent, personalised feedback, but the required resources sig- nificantly reduce (if not completely remove) the catalog of support actions.
In the ideal one-to-one scenario instructors establish a conversa- tion with the student to gain insight about their current state in terms of the learning objectives, select the most appropriate sup- port action, and deliver it to the student usually verbally, visually or both. Technology may provide support when scaling these three steps: gaining insight, selecting a support action, and delivering it to the student. But with it comes to technology, a second trade-off appears, that of the effectiveness of a tool versus its complexity of creation and deployment. A tool may provide an effective scaling of one of these stages, but they are very complex to design and/or equally complex to gain adoption by the regular instructor.
The document summarizes an analysis of the interface design of online nursing courses. It discusses several functional definitions related to course design, including coherence validity, flow, and being designed for the online medium. It then analyzes the courses' coherence and consistency, content management, engagement of students, and curriculum design. Overall, it finds that while individual courses have good coherence, there is a lack of consistency across the system of courses and room for improvement in leveraging the advantages of online learning.
Using positive and negative numbers in context mathematical goalsojas18
This document provides guidance for educators on implementing a professional learning module focused on a formative assessment lesson about using positive and negative numbers in context. The module is designed to help educators understand how to teach this lesson in their own classrooms in line with Common Core standards. The module outlines how to frame the lesson for students, administer a pre-assessment to identify issues, and conduct a whole-class introduction as outlined in the lesson guide materials. The goal is for educators to learn how to enact the lesson with fidelity in order to effectively teach students about positive and negative numbers.
The document discusses the purpose and components of a course syllabus. A syllabus communicates the instructor's course design to students, including goals, policies, expectations and requirements. It functions as a contract between the instructor and students. Key components of a syllabus typically include a title page, course description, objectives, organization, materials, prerequisites, requirements, evaluation policy, course policies, calendar and advice for students. The document provides guidance on when to write a syllabus, what to include, and tips for making it clear and accessible for students.
This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
1. The document presents the UML architecture of a Web-based Interactive Course Tool developed at West Virginia University.
2. The tool provides components to support interactions between instructors, administrators, and students through online courses.
3. The architecture is modeled using UML diagrams including use case diagrams, component diagrams, and class diagrams to design the software system.
This document provides an overview and syllabus for an Introduction to Sociology course taught at Edison State College. The 3-credit course will be taught on Tuesdays from 5:30-8:10pm in building D, room 204. It will cover major topics in sociology through lectures, documentaries, activities and discussion. Students will be assessed based on attendance, participation in discussions, a group presentation, and 4 exams. The course aims to help students understand sociological perspectives and concepts like culture, socialization, and social change. The syllabus outlines learning outcomes, assignments, policies and the full schedule for the semester with assigned readings.
This document discusses universal design for learning and accessibility in teaching. It defines universal design as creating products and environments usable by all people without needing adaptation. The document outlines three principles of universal design for learning based on brain networks - providing multiple representations of information, multiple means of expression, and multiple means of engagement. It discusses thinking about how to present concepts in class using these principles and getting students engaged. The document also lists the most and least useful teaching accommodations and tools according to students and provides resources for assistance with accessibility and universal design.
This document provides information about MCA assignments for the first semester at SMU. It contains 6 questions related to system analysis and design. Students can send their semester and specialization details to help.mbaassignments@gmail.com or call 08263069601 to get fully solved assignments. The questions cover topics like types of systems, attributes, system development life cycle, data dictionary, data elements, data structure, data store, data flow, and training methods. Students are advised to answer all questions, with answers for 10-mark questions being around 400 words.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
The document discusses Universal Design for Learning (UDL), which is an educational framework based on providing multiple means of representation, expression, and engagement to accommodate diverse learners. UDL aims to give all students equal opportunities for success by using flexible approaches and technology. The document provides examples of how teachers can implement UDL principles in the classroom through presentation methods, assessments, and student motivation.
This document provides a 10-step planning guide for teachers to follow when developing explicit instruction lessons. The steps include selecting a reading concept to teach, choosing materials, planning an introductory explanation, modeling the strategy, preparing student practice, collecting data on student progress, and reflecting on lessons to improve future instruction.
This document discusses course design in the context of the National Board of Accreditation. It provides information on key principles of course design, including stating competencies students should acquire, aligning assessment with competencies, designing instructional activities to facilitate competency acquisition, and using instructional methods appropriate to the subject and instructor preferences. It also describes the ADDIE model of instructional design and its phases of analysis, design, development, implementation, and evaluation. Specifically, it outlines the analysis phase and its steps of writing an overview, selecting graduate attributes and cognitive levels, developing a taxonomy table, writing competencies, and elaborating sub-competencies.
Widely applicable teaching models, instructional strategies andJolly Ray Bederico
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
A Coursework Support System for Offering Challenges and Assistance by Analyzi...Brittany Allen
This document describes a Web Coursework Support System (WCSS) that aims to help students complete programming assignments within their Zone of Proximal Development by offering challenges and assistance. The system includes three subsystems: a Personalized Assignment Dispatching System that selects appropriately difficult exercises for each student, an e-dictionary system that provides learning materials linked to programming concepts, and a peer recommendation system that designates capable peers to answer posted questions. An evaluation found that the system increased the rate at which students completed exercises and received assistance in doing so.
Wssu cetl equipment guidelines and procedures 2011Alvaro Galvis
The document outlines resources and equipment available for loan from the WSSU Center for Excellence in Teaching and Learning (CETL) to enhance faculty teaching practices. CETL faculty developers are available for consultations, workshops, and support using instructional technologies. The center provides a learning space with computers and presentation equipment for faculty exploration of teaching tools. A variety of technologies such as clickers, cameras, and e-readers are available for a 2-week loan, with special equipment requiring a classroom initiative proposal. Equipment loans must follow specified guidelines and be returned on time.
This newsletter from Winston-Salem State University's Center for Excellence in Teaching and Learning provides information on engaging students and improving retention rates. It discusses 7 best practices for high student engagement, including student-faculty interaction and active learning. It also outlines 5 high-impact practices that help students persist to graduation, such as learning communities and writing-intensive courses. Additionally, the newsletter notes that immediate feedback and meaningful first-year experiences are strongly connected to student persistence. The newsletter calls on faculty to experiment with initiatives to improve varying retention factors and avoid practices that could be considered "malpractice".
More Related Content
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Designing Online Resources to Enhance In-Class InteractionsNITLE
The document discusses using Kolb's learning cycle model to design online resources that enhance in-class interactions. It shares examples of how the authors applied this model at their universities to develop online modules that help optimize face-to-face class time. The goals are to examine Kolb's model for designing learning environments, share examples of applying it to develop flexible online tutorials, and promote discussion of its applicability at other institutions.
This document provides an overview of a course on statistics and data analysis. It outlines the course objectives, which include describing quantitative data collection and analysis, utilizing descriptive statistics, applying hypothesis testing, and using statistical software. The course will be delivered entirely online through the learning management system Canvas. Students will complete weekly modules, assignments, and discussions. Assignments are to be submitted in APA format by the stated deadlines. The grading scale and expectations for participation are also defined.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This unit plan focuses on exploring war during a specific time period in United States history. It includes loose alignment to a few social studies standards related to cultural groups' experiences and the development of American society and culture. The plan lists content topics and skills but lacks details about assessments, activities, or how the standards, content, and skills interconnect. Key areas for improvement include more specific alignment to the full set of relevant standards, upgrading instructional targets and assessments, and articulating connections between elements to demonstrate depth and rigor.
Abelardo Paerdo, Jurgen Schulte
In conventional learning environments, instructors are typically faced with the trade-off between the quality of the student experience and the workload in terms of hours dedicated to deliver that ex- perience. This trade-off is exacerbated in the context of courses with large student cohorts. In these scenarios, instructors are fully aware of strategies that would increase the quality of a course such as frequent, personalised feedback, but the required resources sig- nificantly reduce (if not completely remove) the catalog of support actions.
In the ideal one-to-one scenario instructors establish a conversa- tion with the student to gain insight about their current state in terms of the learning objectives, select the most appropriate sup- port action, and deliver it to the student usually verbally, visually or both. Technology may provide support when scaling these three steps: gaining insight, selecting a support action, and delivering it to the student. But with it comes to technology, a second trade-off appears, that of the effectiveness of a tool versus its complexity of creation and deployment. A tool may provide an effective scaling of one of these stages, but they are very complex to design and/or equally complex to gain adoption by the regular instructor.
The document summarizes an analysis of the interface design of online nursing courses. It discusses several functional definitions related to course design, including coherence validity, flow, and being designed for the online medium. It then analyzes the courses' coherence and consistency, content management, engagement of students, and curriculum design. Overall, it finds that while individual courses have good coherence, there is a lack of consistency across the system of courses and room for improvement in leveraging the advantages of online learning.
Using positive and negative numbers in context mathematical goalsojas18
This document provides guidance for educators on implementing a professional learning module focused on a formative assessment lesson about using positive and negative numbers in context. The module is designed to help educators understand how to teach this lesson in their own classrooms in line with Common Core standards. The module outlines how to frame the lesson for students, administer a pre-assessment to identify issues, and conduct a whole-class introduction as outlined in the lesson guide materials. The goal is for educators to learn how to enact the lesson with fidelity in order to effectively teach students about positive and negative numbers.
The document discusses the purpose and components of a course syllabus. A syllabus communicates the instructor's course design to students, including goals, policies, expectations and requirements. It functions as a contract between the instructor and students. Key components of a syllabus typically include a title page, course description, objectives, organization, materials, prerequisites, requirements, evaluation policy, course policies, calendar and advice for students. The document provides guidance on when to write a syllabus, what to include, and tips for making it clear and accessible for students.
This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
1. The document presents the UML architecture of a Web-based Interactive Course Tool developed at West Virginia University.
2. The tool provides components to support interactions between instructors, administrators, and students through online courses.
3. The architecture is modeled using UML diagrams including use case diagrams, component diagrams, and class diagrams to design the software system.
This document provides an overview and syllabus for an Introduction to Sociology course taught at Edison State College. The 3-credit course will be taught on Tuesdays from 5:30-8:10pm in building D, room 204. It will cover major topics in sociology through lectures, documentaries, activities and discussion. Students will be assessed based on attendance, participation in discussions, a group presentation, and 4 exams. The course aims to help students understand sociological perspectives and concepts like culture, socialization, and social change. The syllabus outlines learning outcomes, assignments, policies and the full schedule for the semester with assigned readings.
This document discusses universal design for learning and accessibility in teaching. It defines universal design as creating products and environments usable by all people without needing adaptation. The document outlines three principles of universal design for learning based on brain networks - providing multiple representations of information, multiple means of expression, and multiple means of engagement. It discusses thinking about how to present concepts in class using these principles and getting students engaged. The document also lists the most and least useful teaching accommodations and tools according to students and provides resources for assistance with accessibility and universal design.
This document provides information about MCA assignments for the first semester at SMU. It contains 6 questions related to system analysis and design. Students can send their semester and specialization details to help.mbaassignments@gmail.com or call 08263069601 to get fully solved assignments. The questions cover topics like types of systems, attributes, system development life cycle, data dictionary, data elements, data structure, data store, data flow, and training methods. Students are advised to answer all questions, with answers for 10-mark questions being around 400 words.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
The document discusses Universal Design for Learning (UDL), which is an educational framework based on providing multiple means of representation, expression, and engagement to accommodate diverse learners. UDL aims to give all students equal opportunities for success by using flexible approaches and technology. The document provides examples of how teachers can implement UDL principles in the classroom through presentation methods, assessments, and student motivation.
This document provides a 10-step planning guide for teachers to follow when developing explicit instruction lessons. The steps include selecting a reading concept to teach, choosing materials, planning an introductory explanation, modeling the strategy, preparing student practice, collecting data on student progress, and reflecting on lessons to improve future instruction.
This document discusses course design in the context of the National Board of Accreditation. It provides information on key principles of course design, including stating competencies students should acquire, aligning assessment with competencies, designing instructional activities to facilitate competency acquisition, and using instructional methods appropriate to the subject and instructor preferences. It also describes the ADDIE model of instructional design and its phases of analysis, design, development, implementation, and evaluation. Specifically, it outlines the analysis phase and its steps of writing an overview, selecting graduate attributes and cognitive levels, developing a taxonomy table, writing competencies, and elaborating sub-competencies.
Widely applicable teaching models, instructional strategies andJolly Ray Bederico
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
A Coursework Support System for Offering Challenges and Assistance by Analyzi...Brittany Allen
This document describes a Web Coursework Support System (WCSS) that aims to help students complete programming assignments within their Zone of Proximal Development by offering challenges and assistance. The system includes three subsystems: a Personalized Assignment Dispatching System that selects appropriately difficult exercises for each student, an e-dictionary system that provides learning materials linked to programming concepts, and a peer recommendation system that designates capable peers to answer posted questions. An evaluation found that the system increased the rate at which students completed exercises and received assistance in doing so.
Similar to OL Course production - Guidelines Benchmarks 1 and 2 (20)
Wssu cetl equipment guidelines and procedures 2011Alvaro Galvis
The document outlines resources and equipment available for loan from the WSSU Center for Excellence in Teaching and Learning (CETL) to enhance faculty teaching practices. CETL faculty developers are available for consultations, workshops, and support using instructional technologies. The center provides a learning space with computers and presentation equipment for faculty exploration of teaching tools. A variety of technologies such as clickers, cameras, and e-readers are available for a 2-week loan, with special equipment requiring a classroom initiative proposal. Equipment loans must follow specified guidelines and be returned on time.
This newsletter from Winston-Salem State University's Center for Excellence in Teaching and Learning provides information on engaging students and improving retention rates. It discusses 7 best practices for high student engagement, including student-faculty interaction and active learning. It also outlines 5 high-impact practices that help students persist to graduation, such as learning communities and writing-intensive courses. Additionally, the newsletter notes that immediate feedback and meaningful first-year experiences are strongly connected to student persistence. The newsletter calls on faculty to experiment with initiatives to improve varying retention factors and avoid practices that could be considered "malpractice".
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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OL Course production - Guidelines Benchmarks 1 and 2
1. WINSTON-SALEM STATE UNIVERSITY WSSU:
Course name Use this spreadsheet as a strutural guide for two things:
Course number
1. The development or revision of your course syllabus. Include e
with grey color y column D, from rows 14 to 34.
Yes No NA CS ONLINE COURSE COMPONENT
Course shell available 2. The creation of your course structure in Blackboard. Take into
of the groups highlighted in orange color.
Customized course menu
Customized course design
Customized managing tools
Customized settings WSSU:
Read me first Contact Nancy Hope (x 2053) to create a course shell.
Explains how the course is organized and how to use the course materials Janice M Smith (x 2457) to learn about course authoring
Contact
Course description Blackboard
Rationale states how the course fits into the overall paradigm of the program
Course description in WSSU catalog is included
Prerequisits (if any) are clearly stated
General objectives declare the intention of the course
Specific objectives state learning outcomes. Should be measurable and should reflect the final
competences that the course should develop
Professional standards (if applicable) should be stated and co-related with course objectives
Academic calendar should state individual and/or group learning activities on a weekly basis.
Academic calendar should state assessment/evaluation activities on a weekly basis
Academic calendar should state learning resources on a weekly basis, combining onsite and online
resources as needed
Rules of engagement in this course state the different aspects of online participation that will be
taken into consideration, e.g., participation, netiquette,
Evaluation policy states formative evaluation activities and their corresponding weight in the final
score
Evaluation policy states summative evaluation activities and their corresponding weight in the final
score
Online testing rules (if applicable) state how quizes and exams will be offered, what to do with power
interruptions or technology problems. If attempts should to be cleared, how many and under what
circumstances
Technology requirements should be stated for course deliverables
Grading policy states how to get A, B, C, D, F, I
Honor code / academic integrity policy should be explicit. See WSSU catalog, policy and regulations
p.30, concerning cheating, plagiarism, fabrication, academic dishonesty
Dissability information states how to request reasonable accomodation if needed
Facilitators
Each one has name, email, work phone, office location, office hours (face-to-face or online), and a
close-up picture
Each one (if applicable) has a web site
Each one shares how s/he will be involved in course activities, what relevant professional experience
s/he brings in, how s/he wants to be contacted, the amount of time that the student can lapse before
the student can expect a response, and any other personal information s/he want to share
NA = Not applicable
CS = Course syllabus
2. WINSTON-SALEM STATE UNIVERSITY WSSU:
Course name Use this spreadsheet as a strutural guide for two things:
Course number
1. The development or revision of your course syllabus. Include e
with grey color y column D, from rows 14 to 34.
Yes No NA CS ONLINE COURSE COMPONENT
Announcements 2. The creation of your course structure in Blackboard. Take into
of the groups highlighted in orange color.
Each week has basic announcement information (subject, short message, dates to show the
announcement)
Messages
WSSU:
This feature should be part of the menu if students and instructor will communicate in this way create a course shell.
Contact Nancy Hope (x 2053) to
Communications
Contact Janice M Smith (x 2457) to learn about course authoring
Options in this feature should be customized and only include those that will be in use
Blackboard
Tools
Options in this feature should be customized and only include those that will be in use
Assignments
Each week has a folder with the corresponding dates, short explanation, and activation options
programmed according to rules
Discussion board
Permanent interaction spaces (social, technical) have a forum, description and settings defined
Weekly discussion spaces have a forum, description and settings defined
Course Blog
A course blog has been configured and created if students are required to post and share in a
collaborative journal
Resources
Enlisted online resources should be enough to support learning activities proposed
There is a folder for each type of resources or for each group of activities. Be sure that enlisted
online resources will be enough to support learning activities proposed
Work groups
This feature should be part of the menu if students will have private or group forum spaces
NA = Not applicable
CS = Course syllabus
3. strutural guide for two things:
vision of your course syllabus. Include each of the elements
D, from rows 14 to 34.
ourse structure in Blackboard. Take into consideraction each
in orange color.
2053) to create a course shell.
(x 2457) to learn about course authoring in
NA = Not applicable
CS = Course syllabus
4. strutural guide for two things:
vision of your course syllabus. Include each of the elements
D, from rows 14 to 34.
ourse structure in Blackboard. Take into consideraction each
in orange color.
2053) to create a course shell.
(x 2457) to learn about course authoring in
NA = Not applicable
CS = Course syllabus
5. Academic calendar and resources
WINSTON-SALEM STATE UNIVERSITY
Course name
Course number
Week of the course Course structure link Weekly activities Educational resources
Type:
Unit # / Specific A-active, Type Status
Number Topic Activity description Resource name / URL
name objectives I-interactive, (Ex,Ax,Ix) (Sx)
X-expositive
Week 1
Week 2
Week 3
Week 4 WSSU:
Use this spreasheet to make explicit all the activities and resources that you
will need to include in your online course. Be sure that they are enough to
Week 5 help your students achieve their weekly goals in your online course.
READ THIS COMMENT
Add extra rows to include one activity per line.
Week 6
When you complete this spreadsheet you should do two things:
Week 7
1. Doublecheck the weekly agenda defined in your course syllabus,
verifying that it reflects what you have defined here.
Week 8
2. Make a production plan that includes all the S2 and S3 resources that you
have identified. Look at your course production contract to be sure that you
Week 9 can finish production on time.
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
6. Type of weekly activities
A - Active Students build knowledge exploring and reflecting on learning objects that behave as organisms
I - Interactive Students build knowledge in collaboration with other people that care about shared learning objects
X - eXpositive Students build knowledge by appropriation of ideas or mental models proposed by others
Status
S1. Available, ready to use
S2. To be updated / permissions
S3. To be produced
Educational resources
Expositive Active Interactive
E1. Text book A1. Digital Tool I1. group work
E2. Periodicals A2. Physical tool I2. email / emessage
E3. Audiotape A3. Manipulatives I3. Instant messaging
E4. Videotape A4. Probes I4. text discussion forum
E5. Audiocast A5. Modelling systems I5. audio discussion forum
E6. Videocast A6. Simulation systems I6. blog posting
E7. Power point slides A7. Expert systems I7. wiki using
E8. Demo A8. Drill and practice I8. Audio conferencing
E9. Still images A9. Tutorials I9. Video conferencing
E10. Lecture A10. Search engines I10. Collaboration tool
E11. Papers
E12. Case studies