Ron Bennett has over 29 years of experience with Hobart Service, including 22 years training the workforce. He has multiple degrees in related fields. He is proficient in instructional design models like ADDIE and SAM. Ron has expertise in areas such as creating learning objectives, evaluating learning events, and performing various types of analysis. He is able to apply learning theories and uses tools like PowerPoint, Photoshop, and e-learning programs. Ron has experience developing training programs and working in learning management systems. He provided examples of animated training programs he created on topics such as water softener valves and refrigeration cycles.
Jakub Jozwiakowski completed a 28-hour free online course in Design from The Open University. The course looked at the process of design, its complexities, and how designers operate. It also discussed what comprises innovation. Upon completion, Jakub was issued a statement confirming he passed all mandatory tests for the course, which explored the design process, innovation, conceptual design, and models of the design process through case studies.
The document compares two instructional design models: ADDIE and Dick & Carey. ADDIE includes analysis, design, development, implementation, and evaluation phases. Dick & Carey includes recognizing goals, analyzing learners/contexts, writing objectives, developing assessments/instructional strategies/materials, and conducting formative and summative evaluations. Both models identify problems, work through steps, and conclude with evaluation. They focus on learner performance and allow for reliable outcome measurements. The key difference is that Dick & Carey has more detailed steps and incorporates evaluation throughout, while ADDIE evaluates only at the end.
This document provides an overview of a teaching with technology workshop series that focuses on facilitating collaboration and engaging students using Google Apps. The syllabus outlines introducing Google Apps, creating presentations and documents, and homework assignments to design curriculum-based projects using the tools. Participants can earn professional development credits by attending workshops and completing optional assignments that involve creating collaborative activities for students using Google Apps.
There are key differences between writing for school versus the workplace. School writing focuses on learning course material and is assessed through assignments like term papers and exams, while workplace writing has the practical purpose of improving products, increasing efficiency, and informing others. School writing usually has an instructor as the sole audience, whereas workplace writing must consider complex and diverse audiences within and outside the organization. While school writing relies primarily on written text, workplace writing utilizes additional formats like tables, charts, drawings, and photographs for visual appeal and easy navigation.
Ash edu 650 week 4 assignment effective lesson planning and design newchrishjennies
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Take home Design thinking last assignmentUlises Elias
Design thinking is a structure or methodology for creating new products that involves empathizing with users, defining problems, brainstorming solutions, prototyping ideas, testing prototypes, and redefining solutions based on feedback. The process includes drawing personas in the center of empathy and problem statements. One idea to apply design thinking is a "Startup University" program that would train entrepreneurs using concepts like pretotyping, customer validation, and mentoring.
Module 2, video 1 step 1 getting started as an e-coachCEHDDCOP
This document discusses step 1 of the eCoaching process which involves building rapport during the initial conference. It identifies assessing the teacher candidate's teaching experience, perspective on teaching and students, confidence in planning and instruction, and questions or concerns as important areas to cover. The document also recommends evaluating the candidate's prerequisite skills and knowledge of developmentally appropriate learning objectives. It provides guidance on selecting video conferencing software based on the school's preferred platform, network connection quality, and who will initiate the call.
Module 2, video 2 step 2 pre coaching observation CEHDDCOP
This document describes Step 2 of the eCoaching process, which is the pre-coaching observation. It involves observing a lesson, either in-person, virtually, or recorded. The coach should also consider observing planning meetings and parent meetings. When observing the lesson, the coach should review the lesson plan to ensure the objectives are clear, measurable, and aligned with the sequence of instruction. They should also check that the lesson matches the developmental needs of the students. The document provides questions for the coach to consider during their review of the lesson plan and observation.
Jakub Jozwiakowski completed a 28-hour free online course in Design from The Open University. The course looked at the process of design, its complexities, and how designers operate. It also discussed what comprises innovation. Upon completion, Jakub was issued a statement confirming he passed all mandatory tests for the course, which explored the design process, innovation, conceptual design, and models of the design process through case studies.
The document compares two instructional design models: ADDIE and Dick & Carey. ADDIE includes analysis, design, development, implementation, and evaluation phases. Dick & Carey includes recognizing goals, analyzing learners/contexts, writing objectives, developing assessments/instructional strategies/materials, and conducting formative and summative evaluations. Both models identify problems, work through steps, and conclude with evaluation. They focus on learner performance and allow for reliable outcome measurements. The key difference is that Dick & Carey has more detailed steps and incorporates evaluation throughout, while ADDIE evaluates only at the end.
This document provides an overview of a teaching with technology workshop series that focuses on facilitating collaboration and engaging students using Google Apps. The syllabus outlines introducing Google Apps, creating presentations and documents, and homework assignments to design curriculum-based projects using the tools. Participants can earn professional development credits by attending workshops and completing optional assignments that involve creating collaborative activities for students using Google Apps.
There are key differences between writing for school versus the workplace. School writing focuses on learning course material and is assessed through assignments like term papers and exams, while workplace writing has the practical purpose of improving products, increasing efficiency, and informing others. School writing usually has an instructor as the sole audience, whereas workplace writing must consider complex and diverse audiences within and outside the organization. While school writing relies primarily on written text, workplace writing utilizes additional formats like tables, charts, drawings, and photographs for visual appeal and easy navigation.
Ash edu 650 week 4 assignment effective lesson planning and design newchrishjennies
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Take home Design thinking last assignmentUlises Elias
Design thinking is a structure or methodology for creating new products that involves empathizing with users, defining problems, brainstorming solutions, prototyping ideas, testing prototypes, and redefining solutions based on feedback. The process includes drawing personas in the center of empathy and problem statements. One idea to apply design thinking is a "Startup University" program that would train entrepreneurs using concepts like pretotyping, customer validation, and mentoring.
Module 2, video 1 step 1 getting started as an e-coachCEHDDCOP
This document discusses step 1 of the eCoaching process which involves building rapport during the initial conference. It identifies assessing the teacher candidate's teaching experience, perspective on teaching and students, confidence in planning and instruction, and questions or concerns as important areas to cover. The document also recommends evaluating the candidate's prerequisite skills and knowledge of developmentally appropriate learning objectives. It provides guidance on selecting video conferencing software based on the school's preferred platform, network connection quality, and who will initiate the call.
Module 2, video 2 step 2 pre coaching observation CEHDDCOP
This document describes Step 2 of the eCoaching process, which is the pre-coaching observation. It involves observing a lesson, either in-person, virtually, or recorded. The coach should also consider observing planning meetings and parent meetings. When observing the lesson, the coach should review the lesson plan to ensure the objectives are clear, measurable, and aligned with the sequence of instruction. They should also check that the lesson matches the developmental needs of the students. The document provides questions for the coach to consider during their review of the lesson plan and observation.
99LMS is a mobile based comprehensive enterprise learning environment in which learning processes of a company can be managed and integrated. It ensures employees have the right skills by enabling course content management, providing classroom training and e-learning. Through the APIs, you can develop your resources before they join your company.
The document discusses prototypes created to help Sachin, a software engineering graduate student, start his career. The first prototype involves role-playing a job interview to help Sachin practice common interview questions. Feedback notes it's important to involve real hiring managers. The second prototype has Sachin role-play networking at a professional meet-up to learn how to effectively connect with others in the industry and align his needs. Feedback recommends continuing to attend relevant meetups and events to expand Sachin's network.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This document provides an overview of eCoaching at George Mason University. It defines eCoaching as using technology to support non-evaluative coaching for teacher candidates. The eCoaching process involves initial and reflection conferences, pre-coaching observations, setting goals, and providing feedback through multiple loops using technologies like video conferencing and Bluetooth headsets. Research shows eCoaching increases opportunities for professional learning by allowing more observations and dialogue than traditional coaching. Participants report eCoaching provides a more authentic representation of teaching skills and positive feedback.
ADDIE is a systematic instructional design model that consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves identifying the learning problem and goals as well as understanding the learners. In the Design phase, learning objectives are specified and instructional materials are designed. During Development, the instructional materials are created. In Implementation, the materials are delivered to learners. Finally, in Evaluation, the effectiveness of the materials is assessed through formative and summative evaluation to improve the materials.
The ADDIE model is a five phase instructional design process used to develop training programs. The five phases are analysis, design, development, implementation, and evaluation. In the analysis phase, training needs are identified through requirements, gaps, and audience analysis. The design phase involves writing objectives, defining measurements, and determining instructional strategies. Development creates instruction on knowledge, skills, and behaviors. Implementation prepares technology, support, trainers, and learners for training sessions. Evaluation assesses return on investment, on-job performance, tests, and learner reactions.
The development phase focuses on creating the instructional materials outlined in the design phase. This involves collecting and preparing all audio, video, and courseware materials. A plan is produced that lists procedures for implementation, responsibilities, and schedules. The key tasks are developing program materials, combining courseware into a smooth presentation, validating materials meet goals, and preparing necessary guides and job aids. The development phase results in a detailed action plan and materials ready for testing.
This document provides an overview of a learning project that integrated technology. It includes sections describing the learning areas, objectives, software used, and documents providing details on teacher planning, student work samples, teaching resources, assessment rubrics, and guidance for teachers and staff to learn from the project and create their own. Links are also included to Microsoft training resources to help teachers learn to use Microsoft software and create rich learning experiences.
This document provides an overview of a teaching workshop on using Google Apps to facilitate collaboration and engage students. The syllabus outlines that participants will learn how to create presentations and documents, embed content, and collaborate using Google Apps. As a homework assignment, participants are asked to create a presentation on their teaching assignment and curriculum using Google Apps features. An optional additional project involves designing a collaborative student activity using Google Apps and inviting the instructor to view it. The document notes that participants can earn professional development credits by attending workshops and completing assignments.
The ADDIE model is an instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves gathering data to determine training needs and goals. In the Design phase, objectives and lessons are created. During Development, materials and activities are produced. In Implementation, the training is delivered. Finally, Evaluation assesses the effectiveness of the training through various methods. The ADDIE model provides a systematic approach to creating effective instructional materials and programs.
This is another version of my Online Posters presentation. It's a presentation I'm giving to teachers on how to use online presentations tools, Glogster EDU and Google Presentation, with their class.
The ADDIE Model is a dynamic, flexible guideline for developing effective training and performance support tools using five phases: analysis, design, development, implementation, and evaluation. It involves exploring current job performance, describing desired outcomes, identifying training structures and delivery methods, creating solutions, delivering training, and regularly evaluating results.
This document discusses the design process for innovation projects. It aims to help understand design process management and its connection to business processes, as well as study different models of design processes. The document outlines that properly selecting a design process model, adapting it to the specific innovation project, and identifying potential difficulties and challenges can help anticipate problems during the development of an innovation project.
Technology in the Classroom - September 26thmindysholder
Technology in the Classroom Using Technologies for Presentations discusses integrating technology into instructional presentations and lesson plans. The topics covered include creating effective PowerPoint presentations, exploring resources for hardware and software, and evaluating lesson plan templates. Assignments encourage continuing work on projects using tools like WebQuests, Microsoft Publisher, Word, PowerPoint, Google Docs, SlideShare, and Picassa. Students are also asked to continue updating their class blog to document activities, resources, and completed work.
The document outlines the top 10 keys to a successful eLearning project presented by Mark Steiner at the Chicago eLearning & Technology Showcase in 2011. The top 10 keys are: 1) Educate the client on eLearning fundamentals and manage expectations. 2) Determine the actual training need. 3) Define your process and communicate roles. 4) Identify all project personnel and their roles. 5) Analyze technical needs and specifications. 6) Consider interface design and media aspects. 7) Analyze content and instructional strategies. 8) Define deliverables. 9) Acquire tool expertise. 10) Test early and often from both user and technical perspectives.
The document discusses how a learning content management system (LCMS) can enable single sourcing of content to provide flexibility. It describes how single sourcing allows content to be stored without presentation details so it can be delivered through multiple technologies and to multiple audiences. It then provides an example of how a company called OutStart implemented a single sourcing strategy across their various learning products and deliverables like documentation, online help, and instructor-led training.
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
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
99LMS is a mobile based comprehensive enterprise learning environment in which learning processes of a company can be managed and integrated. It ensures employees have the right skills by enabling course content management, providing classroom training and e-learning. Through the APIs, you can develop your resources before they join your company.
The document discusses prototypes created to help Sachin, a software engineering graduate student, start his career. The first prototype involves role-playing a job interview to help Sachin practice common interview questions. Feedback notes it's important to involve real hiring managers. The second prototype has Sachin role-play networking at a professional meet-up to learn how to effectively connect with others in the industry and align his needs. Feedback recommends continuing to attend relevant meetups and events to expand Sachin's network.
The document discusses the ADDIE model for designing training courses. It describes the five phases of ADDIE: analysis, design, development, implementation, and evaluation. The analysis phase identifies learning objectives and audience needs. The design phase determines content, graphics, and user interface. The development phase creates learning materials. The implementation phase delivers materials to learners. The evaluation phase assesses if objectives were achieved.
This document provides an overview of eCoaching at George Mason University. It defines eCoaching as using technology to support non-evaluative coaching for teacher candidates. The eCoaching process involves initial and reflection conferences, pre-coaching observations, setting goals, and providing feedback through multiple loops using technologies like video conferencing and Bluetooth headsets. Research shows eCoaching increases opportunities for professional learning by allowing more observations and dialogue than traditional coaching. Participants report eCoaching provides a more authentic representation of teaching skills and positive feedback.
ADDIE is a systematic instructional design model that consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves identifying the learning problem and goals as well as understanding the learners. In the Design phase, learning objectives are specified and instructional materials are designed. During Development, the instructional materials are created. In Implementation, the materials are delivered to learners. Finally, in Evaluation, the effectiveness of the materials is assessed through formative and summative evaluation to improve the materials.
The ADDIE model is a five phase instructional design process used to develop training programs. The five phases are analysis, design, development, implementation, and evaluation. In the analysis phase, training needs are identified through requirements, gaps, and audience analysis. The design phase involves writing objectives, defining measurements, and determining instructional strategies. Development creates instruction on knowledge, skills, and behaviors. Implementation prepares technology, support, trainers, and learners for training sessions. Evaluation assesses return on investment, on-job performance, tests, and learner reactions.
The development phase focuses on creating the instructional materials outlined in the design phase. This involves collecting and preparing all audio, video, and courseware materials. A plan is produced that lists procedures for implementation, responsibilities, and schedules. The key tasks are developing program materials, combining courseware into a smooth presentation, validating materials meet goals, and preparing necessary guides and job aids. The development phase results in a detailed action plan and materials ready for testing.
This document provides an overview of a learning project that integrated technology. It includes sections describing the learning areas, objectives, software used, and documents providing details on teacher planning, student work samples, teaching resources, assessment rubrics, and guidance for teachers and staff to learn from the project and create their own. Links are also included to Microsoft training resources to help teachers learn to use Microsoft software and create rich learning experiences.
This document provides an overview of a teaching workshop on using Google Apps to facilitate collaboration and engage students. The syllabus outlines that participants will learn how to create presentations and documents, embed content, and collaborate using Google Apps. As a homework assignment, participants are asked to create a presentation on their teaching assignment and curriculum using Google Apps features. An optional additional project involves designing a collaborative student activity using Google Apps and inviting the instructor to view it. The document notes that participants can earn professional development credits by attending workshops and completing assignments.
The ADDIE model is an instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves gathering data to determine training needs and goals. In the Design phase, objectives and lessons are created. During Development, materials and activities are produced. In Implementation, the training is delivered. Finally, Evaluation assesses the effectiveness of the training through various methods. The ADDIE model provides a systematic approach to creating effective instructional materials and programs.
This is another version of my Online Posters presentation. It's a presentation I'm giving to teachers on how to use online presentations tools, Glogster EDU and Google Presentation, with their class.
The ADDIE Model is a dynamic, flexible guideline for developing effective training and performance support tools using five phases: analysis, design, development, implementation, and evaluation. It involves exploring current job performance, describing desired outcomes, identifying training structures and delivery methods, creating solutions, delivering training, and regularly evaluating results.
This document discusses the design process for innovation projects. It aims to help understand design process management and its connection to business processes, as well as study different models of design processes. The document outlines that properly selecting a design process model, adapting it to the specific innovation project, and identifying potential difficulties and challenges can help anticipate problems during the development of an innovation project.
Technology in the Classroom - September 26thmindysholder
Technology in the Classroom Using Technologies for Presentations discusses integrating technology into instructional presentations and lesson plans. The topics covered include creating effective PowerPoint presentations, exploring resources for hardware and software, and evaluating lesson plan templates. Assignments encourage continuing work on projects using tools like WebQuests, Microsoft Publisher, Word, PowerPoint, Google Docs, SlideShare, and Picassa. Students are also asked to continue updating their class blog to document activities, resources, and completed work.
The document outlines the top 10 keys to a successful eLearning project presented by Mark Steiner at the Chicago eLearning & Technology Showcase in 2011. The top 10 keys are: 1) Educate the client on eLearning fundamentals and manage expectations. 2) Determine the actual training need. 3) Define your process and communicate roles. 4) Identify all project personnel and their roles. 5) Analyze technical needs and specifications. 6) Consider interface design and media aspects. 7) Analyze content and instructional strategies. 8) Define deliverables. 9) Acquire tool expertise. 10) Test early and often from both user and technical perspectives.
The document discusses how a learning content management system (LCMS) can enable single sourcing of content to provide flexibility. It describes how single sourcing allows content to be stored without presentation details so it can be delivered through multiple technologies and to multiple audiences. It then provides an example of how a company called OutStart implemented a single sourcing strategy across their various learning products and deliverables like documentation, online help, and instructor-led training.
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
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
The document outlines an instructional planning training for internet-based teaching and learning. The 4-day training will teach participants how to design effective online lessons and courses using free internet tools and services. Participants will learn instructional models, create lesson plans and rubrics, explore applications like Google Docs and Wikispaces, and build a prototype online instructional website. The goal is to help educators implement e-learning in their teaching.
The document provides guidance on preparing for Section A, Question 1a of the A2 Media exam. This question requires students to evaluate their skills development over the AS and A2 courses across areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are advised to describe their skills in each area, supported by specific examples, and reflect on how their abilities have improved over time. The document outlines what should be covered for each skills area and offers tips for a successful critical reflection.
This document summarizes a professional development project at TAFE to promote design capability. It involved:
- A workshop on Certificates in Applied Design Industry for TAFE staff from various departments
- Formation of focus groups to explore using e-portfolios for teaching and learning
- Creation of an e-portfolio by the Learning by Design group to share information
Slides from an in-house workshop I gave at CV&A Consulting in Barcelona. They were looking to include user-centered design activities in their knowledge management and e-learning projects.
Accelerate Your Elearning Production and Increase EffectivenessDoceboElearning
This document provides tips for accelerating elearning production and increasing effectiveness. It recommends planning projects for efficiency by clarifying objectives, audience and process. Content should be designed for effectiveness, possibly using simulations, one-page resources, and reflective questioning. Integrated tools from a single cloud environment can streamline authoring, editing, and maintenance. A free resource on building a business case for learning technology is also offered. Working with stakeholders from the start and choosing cohesive tools can help projects be completed on time and meet objectives.
This document provides a template for a coursework assignment on usability engineering. It outlines the tasks, learning outcomes, submission requirements, marking scheme, and contact details. The coursework involves designing prototypes, predicting efficiency using a tool, running a user experiment to test a hypothesis, and analyzing the results. Students will complete various sections of a report, submit code and files, and receive feedback on their work. The assignment is peer-assessed and due on March 23rd, with feedback provided by April 17th.
Case Study Research paper- report Spring 20201) Total points.docxzebadiahsummers
This case study analyzes the economic advantages of using diesel versus gasoline powered boat engines for a delivery service company. Key factors considered include fuel consumption and costs, maintenance costs, insurance costs, and resale values. Calculations show the annual cost of the diesel engine option is $27,223.14 compared to $24,585.70 for the gasoline engine option when using a minimum attractive rate of return of 18% over their lifespans of 4 and 3 years respectively. While the gasoline boats travel slightly faster, the diesel option is found to be more economically favorable overall due to lower fuel and maintenance costs. The report recommends the company purchase boats with diesel engines.
The document discusses instructional system design and the ADDIE model. It defines key concepts in instructional design like instruction, design, system, model, and instructional design. It also differentiates between various instructional design models like ADDIE, ASSURE, Dick and Carey, and rapid prototyping. The document then focuses on applying the ADDIE model to designing open and distance learning course materials, outlining the analysis, design, development, implementation, and evaluation phases.
This document provides an overview of a learning project that integrated technology. It includes sections describing the learning areas, objectives, software used, and documents providing details on teacher planning, classroom images, student work samples, teacher reflections, teaching resources, assessment rubrics, and guidance for teachers and staff on reviewing and creating their own technology-integrated projects. Links are also provided to Microsoft training resources on their educator network, tutorials, lesson plans, and tips for integrating Office applications into various subjects.
This document discusses using technology in training. It covers choosing the right technology based on needs, incorporating new tools like webinars and screencasting. It provides examples of using PowerPoint and alternatives. Tips are given for evaluating training sites and audiences to maximize the effectiveness of technology while avoiding uses that don't enhance learning. Examples of specific technologies are demonstrated and resources provided.
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.
The document discusses rapid e-learning tools and techniques. It outlines some of the benefits of rapid e-learning such as lower costs, reduced development time, and increased ability to respond quickly to emerging needs. It then discusses some misconceptions about rapid e-learning and outlines four techniques for rapid e-learning: using prototypes to change the development process, employing small multi-skilled teams, leveraging templates and patterns for reusability, and using new web tools to keep content current. Real-world examples are provided that demonstrate how rapid e-learning can deliver cost-effective and timely solutions.
This course covers systems integration processes, including documenting integration requirements, designing integration solutions using patterns, and implementing solutions using service-oriented architecture. Students will complete projects involving evaluating open-source ERP systems and implementing business processes. The course aims to explain challenges, concepts, and strategies for integration projects and teach relevant architectures, methodologies, and technologies.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
• For a full set of 760+ questions. Go to
https://skillcertpro.com/product/databricks-certified-data-engineer-associate-exam-questions/
• SkillCertPro offers detailed explanations to each question which helps to understand the concepts better.
• It is recommended to score above 85% in SkillCertPro exams before attempting a real exam.
• SkillCertPro updates exam questions every 2 weeks.
• You will get life time access and life time free updates
• SkillCertPro assures 100% pass guarantee in first attempt.
This presentation by Juraj Čorba, Chair of OECD Working Party on Artificial Intelligence Governance (AIGO), was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
Pro-competitive Industrial Policy – OECD – June 2024 OECD discussion
Ron bennett online presence
1. Ron Bennett
29 years with Hobart Service
22 years in service training workforce
development
2. Education
Associate of Applied Science Degree in Marketing/Sales
from Edison State College
Bachelor Degree in Technical and Applied Studies from
Ohio University
Master of Science Degree in Instructional Design and
Technology from Franklin University
3. Learning Design Models
Ability to apply different design models
that best fit the project, proficient in
both:
ADDIE
SAM
4. Competencies
Ability to effectively and efficiently :
Create Learning Objectives
Use Bloom’s Taxonomy
Evaluate Learning Events
Perform Organizational Analysis
Perform Situational Analysis
Perform Cause Analysis
Perform Gap Analysis
Use Backwards Design/Clean Sheet Design
Develop Intervention Proposals
5. Learning Theories
Ability to effectively and efficiently apply:
Behavior Theories
Cognitive Theories
Constructivist Theories
6. Creativity
I pride myself on my creativity and conceptual
thinking which allows me to make decisions
and commit to an appropriate course of action
that accomplishes goals and objectives
through appropriate risk taking.
7. Development Tools
Effectively use tools development tools to
create graphics and multimedia presentations.
These tools include:
Slide Share
Adobe Photoshop
PowerPoint
Adobe Premiere Pro
10. Projects
I have been tasked with the creation of many training
projects over the time I have worked for Hobart Service.
New Equipment Training
Safety Training
Electrical Training
Refrigeration Training
New Hire Onboarding
Customer Service Training
11. Example Programs
The following slides are e-Learning program examples using
animations created in PowerPoint and graphics created
using Photoshop. These programs were used to explain and
demonstrate:
How a water softener valve works.
The various water paths within the softener valve.
Donning the appropriate personal protective
equipment.
A troubleshooting scenario.
The refrigeration cycle.
Electrical schematic explanations.
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43. R134a Refrigerant
10.2 psi
-29 degrees F
Cylinder
Temperature -
-4 degrees F
100 psi
88 degrees F
10.2 psig 116 psig
Compressor
96 degrees F
Ambient
Temperature 72
degrees F
Evaporation
Compression
Condensation
Expansion
My name is Ron Bennett, over the last 29 years my career has taken me through several different positions working with Hobart Service. I started as a service technician in the Atlanta Georgia Branch moving up to the Service Manager Position. From there I moved to Dayton Ohio and worked as a Contract Sales Person. Then in 1997 I moved to the corporate office in Troy Ohio as an instructor teaching commercial cooking equipment repair. Moving into team leader roles, Manager Service Training role and now the Curriculum Product Manager role.
My creativity has always taken my passion to instructional design
My creativity has always taken my passion to instructional design
My creativity has always taken my passion to instructional design
My creativity has always taken my passion to instructional design
My creativity has always taken my passion to instructional design
In
My creativity has always taken my passion to instructional design
From simple animation explaining components
Under the level three 7 pistons are used to operate the valves. The remote tank in, the remote tank out, and the remote tank drain. The main tank in , the main tank out, and the main tank drain. The regeneration valve is shared by both tanks.
Under the level three 7 pistons are used to operate the valves. The remote tank in, the remote tank out, and the remote tank drain. The main tank in , the main tank out, and the main tank drain. The regeneration valve is shared by both tanks.
Under the level three 7 pistons are used to operate the valves. The remote tank in, the remote tank out, and the remote tank drain. The main tank in , the main tank out, and the main tank drain. The regeneration valve is shared by both tanks.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
When the control disk applies a water pressure signal to the piston inside of the head, the valve will move accordingly. With water applied to the main valve out close port the valve will move down and close as shown here. With water applied to the main valve out open the valve will move up and open.
Here you can see the different signal paths to control the valves. This signal path opens the remote tank piston out valve. This path closes the remote tank piston out valve. This is the path to open the remote tank in valve. This is the close signal for the remote tank in valve. This is the Drain Valve open signal for the remote tank.
Here you can see the different signal paths to control the valves. This signal path opens the remote tank piston out valve. This path closes the remote tank piston out valve. This is the path to open the remote tank in valve. This is the close signal for the remote tank in valve. This is the Drain Valve open signal for the remote tank.
Here you can see the different signal paths to control the valves. This signal path opens the remote tank piston out valve. This path closes the remote tank piston out valve. This is the path to open the remote tank in valve. This is the close signal for the remote tank in valve. This is the Drain Valve open signal for the remote tank.
Lets suit Dave up first with his hearing protection , then with his rubber electrical gloves.
Lets suit Dave up first with his hearing protection , then with his rubber electrical gloves.
Lets suit Dave up first with his hearing protection , then with his rubber electrical gloves.
Lets suit Dave up first with his hearing protection , then with his rubber electrical gloves.
Lets suit Dave up first with his hearing protection , then with his rubber electrical gloves.
Next he puts on his leather gloves and then his over shirt. Remember category 0 allows a long sleeve cotton uniform shirt, the 8 calorie over shirt is only required if a short sleeve uniform shirt is worn.
Next he puts on his leather gloves and then his over shirt. Remember category 0 allows a long sleeve cotton uniform shirt, the 8 calorie over shirt is only required if a short sleeve uniform shirt is worn.
Next he puts on his leather gloves and then his over shirt. Remember category 0 allows a long sleeve cotton uniform shirt, the 8 calorie over shirt is only required if a short sleeve uniform shirt is worn.
Next he puts on his leather gloves and then his over shirt. Remember category 0 allows a long sleeve cotton uniform shirt, the 8 calorie over shirt is only required if a short sleeve uniform shirt is worn.
Next he puts on his leather gloves and then his over shirt. Remember category 0 allows a long sleeve cotton uniform shirt, the 8 calorie over shirt is only required if a short sleeve uniform shirt is worn.
With the machine locked and tagged out you can safely remove the covers and panels to access the components. You should be wearing cut resistant gloves while removing panels. Locate the components that you are going to check, make sure you know where you need to place your meter leads to make the needed checks.
When you are ready to apply power set up your 4 foot boundary required in the electrical reference chart. I realize that here you see an ideal condition with boundary cones and plenty of room. Use available items on location to establish the needed boundaries.
Once the employees have been informed and you are ready to apply power, don the proper category PPE as required by the electrical reference chart. This PPE must be worn at all times when you are within the established boundaries and power is applied to the machine with exposed live electrical conductors.
When you have identified the problem and are ready to change a part to make the repair perform the lockout tag out procedure on the equipment, you can now remove the un needed PPE while making the repairs to the machine. The electrical ARC flash PPE is only required while there are live electrical conductors exposed.
When you have identified the problem and are ready to change a part to make the repair perform the lockout tag out procedure on the equipment, you can now remove the un needed PPE while making the repairs to the machine. The electrical ARC flash PPE is only required while there are live electrical conductors exposed.
When the repair has been made you can place the panels back into place, this will allow you to leave the PPE off. Remember though, if you choose to apply the power with the panels off you must don the PPE while the exposed electrical conductors are live. Check the machine for proper operation.
When the repair has been made you can place the panels back into place, this will allow you to leave the PPE off. Remember though, if you choose to apply the power with the panels off you must don the PPE while the exposed electrical conductors are live. Check the machine for proper operation.
When the repair has been made you can place the panels back into place, this will allow you to leave the PPE off. Remember though, if you choose to apply the power with the panels off you must don the PPE while the exposed electrical conductors are live. Check the machine for proper operation.
The refrigeration cycle will go from evaporation………. to compression………. to condensation…………and lastly to expansion, then the cycle will start all over again with evaporation.
Leaving the secondary of the T2 transformer, the X2 or ground potential will be present where green is shown on the diagram.
Also leaving the secondary of 2T transformer will be the X1 potential 120 volts AC, this 120 volts AC will be present as shown in red.
Here in this diagram we can see the control board located here and the relay board located here.