Second Life Beyond
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Cindy Creator became a resident of the virtual world Second Life by creating an avatar. She purchased virtual land and created a themed community replicating Nazi Germany in detail based on her research. Visitors to the island were randomly assigned roles from that era and had to participate accordingly. Some visitors were unhappy with their assigned roles or actions they had to take. Other visitors told friends about certain avatars' actions as Nazi guards. This raised potential issues regarding Cindy's intellectual property rights, contracts, and tort liability.
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Ho ks-e port-encouraging metacognition-tip-081716
This document provides instructions for students to complete metacognitive reflections through an ePortfolio assignment in an online business law course. It explains that students will write or record brief reflections after each course module to assess their understanding and evaluate their learning progress. Reflections will address whether quiz and assignment results matched initial self-assessments of knowledge, strategies used or needing improvement, remaining confusion, and interesting concepts learned. The final reflection requires students to review their study techniques and performance over the semester. Rubrics are included to evaluate the quality and completeness of written and video reflection submissions.
Assessing the plagiarism workshop
Brief report on the history of plagiarism workshops at Fresno State; survey results and pre-post-test data
So You Wanna use Technology
This document discusses using social media and technology tools in the classroom. It describes Twitter and Today's Meet as backchannel tools that allow limited interactions during class through short messages. The document outlines features of Twitter like public access versus Today's Meet which allows moderating content. Examples are provided of using Twitter in a sports marketing law class where it increased student involvement and knowledge. Nearpod is also introduced as an interactive presentation tool that engages students through polls and results during the lesson. Benefits and limitations of these tools in the classroom are highlighted.
Faculty Learning Communities--Enjoyable and Making a Difference
This document outlines faculty learning communities (FLCs) at a university from 2009-2014. It provides details on the number of faculty participants, topics covered by the FLCs each year, and funding for participants and facilitators. FLCs aimed to support faculty professional development and impact over 1,400 students through classroom changes. Contact information is provided for those wanting additional information on starting FLCs at their own campus.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
1. The document provides guidance to new faculty on developing learning outcomes, aligning assignments, and assessing courses. It emphasizes that learning outcomes should describe what students will be able to do upon completing the course and focus on competencies and skills.
2. Faculty are instructed to consider how their course goals relate to students' professional, educational, citizenship, and personal goals. They are also told to align their course with their department's strategic objectives.
3. Examples of Bloom's taxonomy of learning objectives and tools for writing measurable outcomes are referenced to help faculty draft 5-12 appropriate learning outcomes using action verbs. Faculty are then tasked with identifying course assignments that accomplish the stated learning outcomes.
Early Warnings Leading to Increased Retention--It Works!
This document discusses how Ida Jones used Blackboard's Early Warning System to increase student retention and performance in an online business law course at California State University, Fresno. She sent frequent emails and acknowledgments to students during the first few weeks of class to engage them. This "high touch" approach led to a significant increase in course completion rates and a reduction in failing grades and incompletes over time. A survey found that students felt the instructor acknowledged their participation and helped build a sense of community in the online course. The presentation provides tips for using the Early Warning System and frequent email contact to improve online student retention.
Twearning: Twitter + Active Learning = Improved Student Engagement
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
Tweeting Learning-Twearning-the-day-away
This document discusses how Twitter can be used effectively in the classroom to promote student learning and engagement. It describes a sports marketing law class where the professor assigned students to use Twitter to take notes, ask questions, and post weekly summaries of course content. A survey found that using Twitter increased students' involvement with course material and knowledge of content. Student grades also improved after Twitter was incorporated into the class. The document concludes by discussing additional Twitter assignments used in the class and their impact on promoting student learning objectives.
Reading, Writing and Collaborating Through Discussion Boards
This document provides an overview of using discussion boards for teaching, learning, and creating an online learning community. It discusses two ways the author has used discussion boards: (1) for collaborative quizzes where students are randomly assigned to groups to discuss and develop answers to quiz questions, and (2) as an alternative to research papers where students write, research, and think critically about topics. The document also reviews structures for creating effective discussion board assignments and discusses findings from an article about what works best in classroom forums, such as informal structures and anonymous comments at more selective schools.
ALSB 2012 Teach and Tweet-Walker
2012 Academy of Legal Studies in Business presentation by P.D. Walker on using Twitter in the classroom; uploaded by Ida M. Jones
ALSB 2012 Teach and Tweet-Jones
Presentation at 2012 Academy of Legal Studies in Business by Ida M. Jones; Twitter and its impact on exams; initial findings
BA88 Assignment Sample-BBWorld 2012
This is a sample assignment that fulfills many of the 7 Principles outlined by Chickering & Gamson and summarized here for using technology: http://www.tltgroup.org/programs/seven.html
Online Discussion Assignment Template-BBWorld 2012
This document outlines the instructions for Assignment #4. Students are expected to participate in an online group discussion on the topic of Sharia Law by posting at least 3 comments over multiple days, applying readings and responding to other students' posts. Each group must then summarize their discussion and submit it to the class forum. Additionally, each student must post an evaluative response to another group's summary. The assignment will be evaluated based on timeliness, content, and level of participation in the discussion.
Cleaning Up the Learning Environment: SOAPS, Learning Outcomes and Assessment
Fresno State's Student Outcomes Assessment Program, SOAPS and deciding how to create, revise and match learning outcomes to SOAPS and assignments to learning outcomes for Summer Teaching Innovation Academy.
Universal Design for Learning-TIA 060412
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.
Got plagiarism blendho-101511
The document discusses symptoms of plagiarism including inconsistent writing styles and inclusion of information not covered in class. It then summarizes a survey that found over 90% of students admitted to plagiarizing. Finally, it proposes cures for plagiarism such as workshops to clarify definitions, making assignments more original, using plagiarism detection software, and implementing institutional policies and enforcement procedures.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneSouth African Journal of Science: Writing with integrity workshop (2024)
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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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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