The document outlines the structure of an Illustration/Visual Communication BA(Hons) degree. It discusses how the degree is built up over 3 levels (years) through learning modules worth credits. Each credit represents 10 hours of learning through experience, practice, or study. The degree requires completion of 120 credits per level over 3 years for a total of 360 credits. Sample modules and scheduling for Level 4 are also described to illustrate how the program is organized over semesters and terms.
Intended Outcomes:
- Identify the strengths and weaknesses in leading the PALSI sessions
- Identify possible solutions to the challenges faced
- Explain how ePortfolios can help manage & present one's learning, development and accomplishments
Activities:
- Self reflection on the PALSI sessions & performance using the SWOT analysis & a simple survey
- Discussion on problems faced and possible solutions through small group discussion, i.e. think-pair-share
- Lecture on basic concepts of ePortfolios
- Demonstration of a portfolio using a celebrity as a sample
Workshop competency based assignments toon rekkerstoonrekkers
This document discusses generating competency-based assignments in a structured way using simple tools. It introduces concepts for successful self-organized learning that was held in February 2011 in Rybnik, Poland. The document discusses what a competency is using an oil change as an example. It also discusses how students learn and different ways of positioning learning, including conceptual/guided learning versus integrated/self-organized learning. The document provides design rules and tools for creating competency-based case studies and various forms an assignment can take, from guided to non-guided learning. It includes a hands-on example of designing materials for a mock election of Mr. Bean as President of the EU.
The document provides information and guidance for a student's summer work as a visual artist, including projects to problem-solve and test new creative approaches, practicing visual skills, and preparing a presentation summarizing their experience. It lists required reading materials and core learning objectives for the next level of studies, such as analytically employing briefs, understanding ethics in visual communication, and flexibly expanding one's creative practice through enterprise and independent research.
GTP International acting CEO David Reichwein testifies before the U.S. International Trade Commission on the hazards of protectionism in the flooring industry
The Builder Buzz social media platformBuilder Buzz
Builder Buzz is a social media platform that connects brands and customers through various sites and tools like a blog, Twitter, Facebook, LinkedIn, YouTube, SlideShare, Flickr, Foursquare, and Tumblr to discover, engage, and promote people, work, services, and products in the building trades industry.
This document provides information about an exploration in creative process module taking place over two semesters. The first semester focuses on surface design and the second on moving image. It includes the weekly schedule for the first week with lectures, inductions, and help sessions. It outlines the learning tools and spaces used in the module like email, Blackboard, Google+, and studios. It presents the project brief "Under Surface" which challenges students to create a surface design conveying meaning and engaging the senses. It provides context on surface design, listing various artists. It concludes with thanks and images shown in the introductory lecture.
This document provides information about an exploration in creative process module taking place over two semesters. The first semester focuses on surface design and the second on moving image. It includes the weekly schedule for the first week with lectures, inductions, and help sessions. It outlines the learning tools and spaces used in the module like email, Blackboard, Google+, and studios. It presents the project brief "Under Surface" which challenges students to create a surface design conveying meaning and engaging the senses. It provides context on surface design, listing various artists. It concludes with thanks and images shown in the introductory lecture.
Intended Outcomes:
- Identify the strengths and weaknesses in leading the PALSI sessions
- Identify possible solutions to the challenges faced
- Explain how ePortfolios can help manage & present one's learning, development and accomplishments
Activities:
- Self reflection on the PALSI sessions & performance using the SWOT analysis & a simple survey
- Discussion on problems faced and possible solutions through small group discussion, i.e. think-pair-share
- Lecture on basic concepts of ePortfolios
- Demonstration of a portfolio using a celebrity as a sample
Workshop competency based assignments toon rekkerstoonrekkers
This document discusses generating competency-based assignments in a structured way using simple tools. It introduces concepts for successful self-organized learning that was held in February 2011 in Rybnik, Poland. The document discusses what a competency is using an oil change as an example. It also discusses how students learn and different ways of positioning learning, including conceptual/guided learning versus integrated/self-organized learning. The document provides design rules and tools for creating competency-based case studies and various forms an assignment can take, from guided to non-guided learning. It includes a hands-on example of designing materials for a mock election of Mr. Bean as President of the EU.
The document provides information and guidance for a student's summer work as a visual artist, including projects to problem-solve and test new creative approaches, practicing visual skills, and preparing a presentation summarizing their experience. It lists required reading materials and core learning objectives for the next level of studies, such as analytically employing briefs, understanding ethics in visual communication, and flexibly expanding one's creative practice through enterprise and independent research.
GTP International acting CEO David Reichwein testifies before the U.S. International Trade Commission on the hazards of protectionism in the flooring industry
The Builder Buzz social media platformBuilder Buzz
Builder Buzz is a social media platform that connects brands and customers through various sites and tools like a blog, Twitter, Facebook, LinkedIn, YouTube, SlideShare, Flickr, Foursquare, and Tumblr to discover, engage, and promote people, work, services, and products in the building trades industry.
This document provides information about an exploration in creative process module taking place over two semesters. The first semester focuses on surface design and the second on moving image. It includes the weekly schedule for the first week with lectures, inductions, and help sessions. It outlines the learning tools and spaces used in the module like email, Blackboard, Google+, and studios. It presents the project brief "Under Surface" which challenges students to create a surface design conveying meaning and engaging the senses. It provides context on surface design, listing various artists. It concludes with thanks and images shown in the introductory lecture.
This document provides information about an exploration in creative process module taking place over two semesters. The first semester focuses on surface design and the second on moving image. It includes the weekly schedule for the first week with lectures, inductions, and help sessions. It outlines the learning tools and spaces used in the module like email, Blackboard, Google+, and studios. It presents the project brief "Under Surface" which challenges students to create a surface design conveying meaning and engaging the senses. It provides context on surface design, listing various artists. It concludes with thanks and images shown in the introductory lecture.
Our team of technical experts can manage all aspects of your outsourcing strategy and IT infrastructure and applications.
Advanced Technology Services include: Managed IT; Managed Applications; Managed Data; Managed Network; and Data Center Consolidation.
For more information, visit: http://www.centrilogic.com/services/advanced-technology-services/
Audit Brand, Audit Vanzari sau Audit Marketing Strategic? “I’m not suggesting there are any errors at all. I’m saying that without a proper audit, there’s no way to be sure” ~ Pete Williams
De ce oferim acest Audit Gratuit in Vanzari / Marketing Strategic?
Nu este complicat!
Scadem costurile directe de Marketing prin disponibilitatea noastra de timp vs costuri promovare alte medii de publicitate.
Sunt convins ca in urma celor 45 de minute o sa ai o imagine mult mai apropiata despre realitate si despre profilul nostru de activitate din prisma informatiilor pe care o sa le primesti de la noi referitoare la provocarile curente din business-ul tau.
Rezultate?
The target audience for this media product is primarily 15-25 year old British males, but the inclusion of a cigarette in one shot may result in an 18+ certificate, limiting the audience to those 18 and older. As a British crime thriller, the audience should enjoy that genre and independent British films, though the soundtrack could also appeal to an older generation.
KRLX-FM is Carleton College's student-run radio station. It provides educational opportunities for over 200 students each week and supports various academic departments. The station reaches the local community and has over 8,000 internet listeners worldwide. However, KRLX has fallen behind due to budget cuts. It needs upgrades to modernize equipment and facilities to remain relevant. The station aims to strengthen its role in the liberal arts by emphasizing education-focused programming and representing Carleton College to current and prospective students. With additional support, KRLX can improve its facilities and resources to better serve the college and community.
This document discusses the Open University Learning Design Initiative (OULDI) and OpenLearn Network (OLnet), which aim to support the design of learning activities through various tools and methods. It provides an overview of the initiatives and introduces several tools for learning design, including CompendiumLD for mapping designs and Cloudworks for sharing ideas. It also discusses different frameworks and schemas for representing pedagogical approaches and mapping the relationship between pedagogy and technologies. The goal is to provide empirical evidence and support for learning design through collaborative events, tools for representation, and reification to guide innovative learning design.
This document outlines the grading criteria for a photo journal assignment, including sections on demonstrating an understanding of themes, techniques, planning, applying techniques, reflecting on the process, and analyzing concepts learned. Students are graded on explaining the project theme and inspiration, planning their photo series, applying photo techniques, evaluating their work, and reflecting on artistic growth.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
The document discusses assessment practices for entrepreneurship education programs. It notes a lack of research on assessment in this field. It then describes the assessment model used by the Center for Innovation (CFI) program, including their program outcomes, data collection methods, curriculum mapping, and process for continuous improvement. The CFI collects data through student surveys and evaluates if students are demonstrating the program learning outcomes. They aim to improve the program through ongoing assessment and faculty discussions.
There are 5 stages in the teaching and training cycle: 1) Identify Needs, 2) Plan and Design, 3) Deliver, 4) Assess, and 5) Evaluate. The cycle does not end, as the evaluation stage helps identify needs to begin planning the next iteration of instruction.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
This project proposes a mask-making project for secondary 3 visual arts students. It uses a three-stage project-based learning approach incorporating ICT elements. In stage one, students research mask styles from around the world online and in books. In stage two, they create 3D masks using corrugated paper, learning skills through video tutorials. In stage three, students present their masks using multimedia, which are recorded and shared online. The teacher guides students and helps them find resources, while students take ownership over their learning. ICT facilitates instruction and allows students to research, document their work, and present their final projects.
This project charter outlines the scope, objectives, timeline, and team for an upcoming project. It will serve as a reference throughout the project. The charter includes identifying the challenge, goals and scope of the project. It lists the core team members and defines meetings to occur over a 16 week period from August to November. This involves initial research, validation of findings, and iterative deep dives to co-create solutions with the work team.
The document summarizes a research project on the role of digital literacy in curriculum design and resourcing. It provides details on the project aims, methodology, results and next steps. The project aims to develop a strategic understanding of digital literacies at critical transition points for students, and to transform curriculum development. It conducted surveys of staff and students to understand their definitions and experiences of digital literacy. The results showed some misalignment between staff and student perceptions of student involvement in course resourcing. The project aims to use these findings to help develop a framework for digital literacy at the university.
“Using Simulations to Train Future Project Leaders at NASA” By Lawrence Suda-...SeriousGamesAssoc
Lawrence Suda speaks about “Using Simulations to Train Future Project Leaders at NASA” at Serious Play Conference 2012
ABSTRACT:
The essential message of this presentation is about training future project managers at NASA and about project team behavior: how the simulation technology behaves, how people behave and how the simulation and people behave, and sometimes misbehave, together.
Ultimately the real test of the people on the project is not so much what they know; it’s what they do with their knowledge. Making a decision is not the same as implementing it. Knowledge, insight and project wisdom are needed to fully execute a successful project.
The document summarizes the design of an instructional module to teach undergraduate students basic locational sentences in Hawaiian. It includes an agenda, content analysis identifying instructional goals and target population, a module prototype outline with introduction, lessons and tests, and a formative evaluation summary with recommendations. The module prototype uses best practices in instructional design including an 'olelo no'eau for motivation, examples and non-examples on the same page, and consistent formatting. The evaluation identifies strengths like visuals and areas for improvement such as providing more space for notes.
Instructional design involves a common understanding between the client and designer about the training needs, goals, participants, and instructional approach. It covers analyzing the training needs, setting course goals for both the organization and learners, analyzing participant characteristics and learning styles, and determining the instructional approach through methods like video, text, workshops, and e-learning. The functional specification outlines the module structure, access details, course introduction, and micro and macro instructional strategies around themes, interactions, assessment, and learning management systems. Overall, instructional design establishes what the training will include and how it will be delivered through analysis and collaboration between the client and designer.
Our team of technical experts can manage all aspects of your outsourcing strategy and IT infrastructure and applications.
Advanced Technology Services include: Managed IT; Managed Applications; Managed Data; Managed Network; and Data Center Consolidation.
For more information, visit: http://www.centrilogic.com/services/advanced-technology-services/
Audit Brand, Audit Vanzari sau Audit Marketing Strategic? “I’m not suggesting there are any errors at all. I’m saying that without a proper audit, there’s no way to be sure” ~ Pete Williams
De ce oferim acest Audit Gratuit in Vanzari / Marketing Strategic?
Nu este complicat!
Scadem costurile directe de Marketing prin disponibilitatea noastra de timp vs costuri promovare alte medii de publicitate.
Sunt convins ca in urma celor 45 de minute o sa ai o imagine mult mai apropiata despre realitate si despre profilul nostru de activitate din prisma informatiilor pe care o sa le primesti de la noi referitoare la provocarile curente din business-ul tau.
Rezultate?
The target audience for this media product is primarily 15-25 year old British males, but the inclusion of a cigarette in one shot may result in an 18+ certificate, limiting the audience to those 18 and older. As a British crime thriller, the audience should enjoy that genre and independent British films, though the soundtrack could also appeal to an older generation.
KRLX-FM is Carleton College's student-run radio station. It provides educational opportunities for over 200 students each week and supports various academic departments. The station reaches the local community and has over 8,000 internet listeners worldwide. However, KRLX has fallen behind due to budget cuts. It needs upgrades to modernize equipment and facilities to remain relevant. The station aims to strengthen its role in the liberal arts by emphasizing education-focused programming and representing Carleton College to current and prospective students. With additional support, KRLX can improve its facilities and resources to better serve the college and community.
This document discusses the Open University Learning Design Initiative (OULDI) and OpenLearn Network (OLnet), which aim to support the design of learning activities through various tools and methods. It provides an overview of the initiatives and introduces several tools for learning design, including CompendiumLD for mapping designs and Cloudworks for sharing ideas. It also discusses different frameworks and schemas for representing pedagogical approaches and mapping the relationship between pedagogy and technologies. The goal is to provide empirical evidence and support for learning design through collaborative events, tools for representation, and reification to guide innovative learning design.
This document outlines the grading criteria for a photo journal assignment, including sections on demonstrating an understanding of themes, techniques, planning, applying techniques, reflecting on the process, and analyzing concepts learned. Students are graded on explaining the project theme and inspiration, planning their photo series, applying photo techniques, evaluating their work, and reflecting on artistic growth.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
The document discusses assessment practices for entrepreneurship education programs. It notes a lack of research on assessment in this field. It then describes the assessment model used by the Center for Innovation (CFI) program, including their program outcomes, data collection methods, curriculum mapping, and process for continuous improvement. The CFI collects data through student surveys and evaluates if students are demonstrating the program learning outcomes. They aim to improve the program through ongoing assessment and faculty discussions.
There are 5 stages in the teaching and training cycle: 1) Identify Needs, 2) Plan and Design, 3) Deliver, 4) Assess, and 5) Evaluate. The cycle does not end, as the evaluation stage helps identify needs to begin planning the next iteration of instruction.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
This project proposes a mask-making project for secondary 3 visual arts students. It uses a three-stage project-based learning approach incorporating ICT elements. In stage one, students research mask styles from around the world online and in books. In stage two, they create 3D masks using corrugated paper, learning skills through video tutorials. In stage three, students present their masks using multimedia, which are recorded and shared online. The teacher guides students and helps them find resources, while students take ownership over their learning. ICT facilitates instruction and allows students to research, document their work, and present their final projects.
This project charter outlines the scope, objectives, timeline, and team for an upcoming project. It will serve as a reference throughout the project. The charter includes identifying the challenge, goals and scope of the project. It lists the core team members and defines meetings to occur over a 16 week period from August to November. This involves initial research, validation of findings, and iterative deep dives to co-create solutions with the work team.
The document summarizes a research project on the role of digital literacy in curriculum design and resourcing. It provides details on the project aims, methodology, results and next steps. The project aims to develop a strategic understanding of digital literacies at critical transition points for students, and to transform curriculum development. It conducted surveys of staff and students to understand their definitions and experiences of digital literacy. The results showed some misalignment between staff and student perceptions of student involvement in course resourcing. The project aims to use these findings to help develop a framework for digital literacy at the university.
“Using Simulations to Train Future Project Leaders at NASA” By Lawrence Suda-...SeriousGamesAssoc
Lawrence Suda speaks about “Using Simulations to Train Future Project Leaders at NASA” at Serious Play Conference 2012
ABSTRACT:
The essential message of this presentation is about training future project managers at NASA and about project team behavior: how the simulation technology behaves, how people behave and how the simulation and people behave, and sometimes misbehave, together.
Ultimately the real test of the people on the project is not so much what they know; it’s what they do with their knowledge. Making a decision is not the same as implementing it. Knowledge, insight and project wisdom are needed to fully execute a successful project.
The document summarizes the design of an instructional module to teach undergraduate students basic locational sentences in Hawaiian. It includes an agenda, content analysis identifying instructional goals and target population, a module prototype outline with introduction, lessons and tests, and a formative evaluation summary with recommendations. The module prototype uses best practices in instructional design including an 'olelo no'eau for motivation, examples and non-examples on the same page, and consistent formatting. The evaluation identifies strengths like visuals and areas for improvement such as providing more space for notes.
Instructional design involves a common understanding between the client and designer about the training needs, goals, participants, and instructional approach. It covers analyzing the training needs, setting course goals for both the organization and learners, analyzing participant characteristics and learning styles, and determining the instructional approach through methods like video, text, workshops, and e-learning. The functional specification outlines the module structure, access details, course introduction, and micro and macro instructional strategies around themes, interactions, assessment, and learning management systems. Overall, instructional design establishes what the training will include and how it will be delivered through analysis and collaboration between the client and designer.
Kaizen Training Solutions provides customized training solutions worldwide. It aims to become a leading training and development organization in India and globally. The company's vision is to improve client business performance through needs-based training. Its mission is to holistically enhance client achievement by fulfilling analytically identified training needs. KTS believes in unlocking each participant's potential through education, coaching and mentorship. It employs interactive training methodologies including lectures, activities, videos and assessments to deliver practical and results-oriented learning.
Trudy Turner from the University of Kent, shared the university's 'Digital Roadmap' with colleagues at the Talis Aspire Open Day in Bristol, November 2012.
'Why Talis Aspire is on Our Roadmap'
Raising the Participation Age - Mix and Balance of ProvisionL4L
The document discusses plans to improve post-16 education participation in Sheffield through developing progression pathways and flexible holding provision. Key points:
1. Maps will be created showing education offers across sectors and providers to develop progression pathways. Quality pathways will be ensured through partnerships.
2. A flexible funded holding program will be designed for youth not in pathways to prepare them to rejoin, using a qualifications framework. Providers will deliver with necessary support.
3. Pathways will be modeled and mapped to show course options, qualifications, providers, and progression from entry level to higher education and employment. Challenges include mapping all options and provider flexibility. Next steps outlined are identifying at-risk youth and developing a preparation program
Similar to Orientation for new Art Students University of Westminster (17)
2. Credits of learning
Each learning module is rated in credits
Credits represent
hours of learning
Exploration in Creative Process Learning is any activity that
MIVC 405
gains knowledge and skills
30 Credits through
experience, practice or
Also called a double module study
Each credit equals
ten hours of learning
5. Description of Level 4 Modules
Visual Reseach & Observational Drawing – MIVC 400
30 Credits (Core)
Drawing & Creative Development – MIVC 401
30 Credits (Core)
Exploration in Creative Process – MIVC 405
30 Credits (Core)
Strategies & Concepts In
Introduction to Image Media
Contemporary Art & Design – MIVC
– MIVC 403
402
15 Credits (Core)
15 Credits (Core)
6. The Academic Year 2012/13 (Level 4)
Ti m e l i n e a n d S c h e d u l i n g
7. August
S e p t e m b e r 2 4 th
October
November
December
2012
January
February
March
2013
April
May
J u n e 2 1 st
July
8. August
The Semesters
Septembe
r
October
Novembe Semester One
r
Decembe
r
January
Semester Two
February
March
April
May Summer Term
June
July
9. August Scheduling
Septembe Monday Tues & Thurs Wed Friday
r
Strategies
Concepts
Visual
Exploration
in Creative
October
Process
Research &
Semester One
&
Novembe Observation
r al Drawing
Decembe
r
Drawing &
Exploration
in Creative
Intro to
Process
Image
Media
January Creative S e m e s t e r Tw o
Developmen
February t
March
April
S u m m e r Te r m
May
June
July
10. August Creative Learning Hour
Septembe Day 1 Day 2&3 Day 4 Day 5
r
October
Exploration in Creative Process
Strategies &
Concepts
Novembe Visual Research Gain of
r & Observational
Drawing Knowledge
Decembe & Skills
r
Intro to Image
January through
Drawing &
Media
February Creative
Experience
Development Practice &
March
Study
April
May
June
July
11. MIVC 402
Strategies &
Concepts in
Contemporary Art &
Design
MIVC400
Visual Research &
Observational Drawing MIVC405
Exploration in
Creative Process
MIVC 401
Drawing & Creative
Development
12. August Events
Septembe Monday Tues & Thurs Wed Friday
r
All year
October round
London
Novembe MAD Art
r hatter Shows, F
Chrimbo estivals, Z
Decembe Party
r ine / Book
Fairs, Live
January Events, G
alleries, M
February usic and
Level 5 IVC
Show much
March
much
London
April more!
Summ
er
May MadFest Studen
Level 4 t
June Show Shows
July