Social com assignment
•Download as PPTX, PDF•
0 likes•80 views
Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills through a web quest that involves reviewing online sources to create a presentation or report. It emphasizes student reflection on their experience.
Report
Share
Report
Share
Recommended
Lesson 1
This document outlines the process for a class exercise known as a Web Quest. It begins with posing a question that requires students to analyze extensive information. The teacher then guides students through the task, offering advice on time management, data collection, and group work strategies. Students are provided tools and websites to help complete the task, which the teacher must review. Finally, students produce a written, oral, or multimedia report and reflect on their experience through a survey or email.
Feedback and communication report
This document discusses strategies for providing effective feedback in online courses. It describes methods for editing student submissions using review features in Microsoft documents or Turnitin's GradeMark. It includes examples of generic rubrics for papers and presentations that clearly outline expectations. Socratic questioning techniques are presented as a way to model critical thinking in discussion boards. Reflection and positive reinforcement methods are also suggested to keep students motivated throughout the course. The conclusion emphasizes that consistent, thorough instructor feedback and communication is key to student success in online learning environments.
The Quality Assessment System (QAS)
The QAS is a prototype MS Word add-in, providing a system for administering two-way feedback on the handwritten and digitally-written tasks of students. I designed and developed the QAS between 2003 and 2009, and it was the subject of my PhD, completed in 2012.
Online Assessment (ASSIGNMENT)
The document discusses online assessment, which is defined as measuring information through computer-based tests delivered over a network. It outlines different types of online assessments, including formative assessments that provide feedback, summative assessments, and performance testing. The uses of online assessment are also explained, such as pre-teaching tests to establish baselines, practice tests to prepare for high-stakes exams, and surveys to collect feedback. New technologies are making online assessment more efficient and sophisticated by incorporating tools like video, sound, and interactivity.
Quality Matters and Competency-Based Education
An existing model for online learning is described that involves exploring content, interacting and engaging with course material, assessing prior learning and mastery, and providing off-ramps for face-to-face instruction. The model emphasizes exploring content, assessing prior knowledge, achieving mastery of material, and allowing students to demonstrate prior learning through work, life experiences or independent study for credit. Feedback from instructors, self-assessments, simulations, practice tests and samples are used to help students master course content.
Integrating technology and the 6 c's
The document discusses integrating technology and the 6 "C's" of motivation in the classroom. The 6 "C's" are choice, challenge, control, collaboration, constructing meaning, and consequences. The document defines each "C" and provides examples of how teachers can apply them using technology to increase student motivation. When used together, the 6 "C's" and technology can create an interactive, fun, and flexible learning environment that is student-centered and allows students to take responsibility for their work.
MOOC Design: MOOCs engaging a worldwide audience
MOOCs have the potential to engage worldwide audiences but often suffer from low completion rates due to a lack of instructor feedback, interaction between students, and clear communication. Quality instructional design, including modular content, varied engagement activities like debates and scenarios, automated and personalized feedback, and smart data analytics can help address these issues and improve learning outcomes for the large, diverse audiences that MOOCs reach globally.
Effective facilitators
This document discusses the important skills of effective online facilitators. It identifies classroom management and communication as two key characteristics. For classroom management, the document emphasizes establishing an online presence through discussion forums, messages, assignments and chat rooms. It also lists clear learning goals and expectations, providing feedback, and allowing student control over learning. For communication, it stresses communicating with students in a timely manner through feedback, assistance and encouragement. The document outlines developmental phases for both classroom management and communication skills, from novice to master levels.
Recommended
Lesson 1
This document outlines the process for a class exercise known as a Web Quest. It begins with posing a question that requires students to analyze extensive information. The teacher then guides students through the task, offering advice on time management, data collection, and group work strategies. Students are provided tools and websites to help complete the task, which the teacher must review. Finally, students produce a written, oral, or multimedia report and reflect on their experience through a survey or email.
Feedback and communication report
This document discusses strategies for providing effective feedback in online courses. It describes methods for editing student submissions using review features in Microsoft documents or Turnitin's GradeMark. It includes examples of generic rubrics for papers and presentations that clearly outline expectations. Socratic questioning techniques are presented as a way to model critical thinking in discussion boards. Reflection and positive reinforcement methods are also suggested to keep students motivated throughout the course. The conclusion emphasizes that consistent, thorough instructor feedback and communication is key to student success in online learning environments.
The Quality Assessment System (QAS)
The QAS is a prototype MS Word add-in, providing a system for administering two-way feedback on the handwritten and digitally-written tasks of students. I designed and developed the QAS between 2003 and 2009, and it was the subject of my PhD, completed in 2012.
Online Assessment (ASSIGNMENT)
The document discusses online assessment, which is defined as measuring information through computer-based tests delivered over a network. It outlines different types of online assessments, including formative assessments that provide feedback, summative assessments, and performance testing. The uses of online assessment are also explained, such as pre-teaching tests to establish baselines, practice tests to prepare for high-stakes exams, and surveys to collect feedback. New technologies are making online assessment more efficient and sophisticated by incorporating tools like video, sound, and interactivity.
Quality Matters and Competency-Based Education
An existing model for online learning is described that involves exploring content, interacting and engaging with course material, assessing prior learning and mastery, and providing off-ramps for face-to-face instruction. The model emphasizes exploring content, assessing prior knowledge, achieving mastery of material, and allowing students to demonstrate prior learning through work, life experiences or independent study for credit. Feedback from instructors, self-assessments, simulations, practice tests and samples are used to help students master course content.
Integrating technology and the 6 c's
The document discusses integrating technology and the 6 "C's" of motivation in the classroom. The 6 "C's" are choice, challenge, control, collaboration, constructing meaning, and consequences. The document defines each "C" and provides examples of how teachers can apply them using technology to increase student motivation. When used together, the 6 "C's" and technology can create an interactive, fun, and flexible learning environment that is student-centered and allows students to take responsibility for their work.
MOOC Design: MOOCs engaging a worldwide audience
MOOCs have the potential to engage worldwide audiences but often suffer from low completion rates due to a lack of instructor feedback, interaction between students, and clear communication. Quality instructional design, including modular content, varied engagement activities like debates and scenarios, automated and personalized feedback, and smart data analytics can help address these issues and improve learning outcomes for the large, diverse audiences that MOOCs reach globally.
Effective facilitators
This document discusses the important skills of effective online facilitators. It identifies classroom management and communication as two key characteristics. For classroom management, the document emphasizes establishing an online presence through discussion forums, messages, assignments and chat rooms. It also lists clear learning goals and expectations, providing feedback, and allowing student control over learning. For communication, it stresses communicating with students in a timely manner through feedback, assistance and encouragement. The document outlines developmental phases for both classroom management and communication skills, from novice to master levels.
What Online Teachers Can Teach Us About Connecting With Students
Mike Agostinelli, Instructional Program Manager, discusses what Online Teachers Can Teach Us About Connecting With Students
Blended learning-3
Blended learning combines face-to-face classroom methods with computer-mediated activities. It involves combining various delivery modalities including online and digital media along with traditional classroom methods. It provides flexibility and accessibility for learners. Blended learning can occur at different levels from individual activities and assignments, to full courses or programs, to institutional frameworks. When implemented effectively it provides various benefits for learners such as 24/7 access to content, opportunities for feedback and progress monitoring, and enhanced collaboration.
Edtl 506 needs assessment powerpoint
This document summarizes the results of a needs assessment survey conducted to help plan a professional development for teachers. The survey found that most teachers have access to computers but not all have Promethean boards. Skill levels varied, but most teachers reported being familiar or proficient with technology. The top topics of interest were creating teacher websites, using Promethean Planet, and expressions/voters. Most teachers preferred an in-person professional development on using Weebly to create websites.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
Session 1 e-Learning
The document discusses best practices for organizing e-learning programs based on research. It defines distance education and compares teaching approaches for face-to-face vs distance delivered instruction. Key indicators of quality for mission, curriculum, faculty support, students, sustainability, and evaluation are outlined. Rules of thumb are provided for designing distance courses based on an equivalency theory for achieving similar learning outcomes for distant and local learners.
Edited
Students prefer face-to-face meetings but most work is done individually. Common meeting goals are task delegation and compiling work into one document. A survey found that 51% of students said a lack of accountability makes staying on task difficult and 40% said information gets lost. The document recommends increasing awareness and use of online collaboration tools, providing a way to track group member responsibilities, and enabling notifications across tools to address issues around project management and information sharing.
2014 e learning innovations conference balala student app ppt
The document discusses challenges faced by students in higher education institutions including poor time management, lack of communication, and financial strains. It then proposes a mobile solution to provide students integrated access to academic schedules, assignments, events, and communication with lecturers from a central system. This would help optimize the educational experience, minimize stress, and lead to better academic performance. The solution includes a web server, database server, and supports access via mobile devices and computers. It would provide reminders and real-time updates to help students improve time management and reduce stress.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
Bronx CC Assessment and ePortfolio for 5.6.11
Bronx Community College is developing a general education assessment program through a series of faculty workshops. The General Education and Assessment Team leads the workshops to help faculty align course outcomes with proficiencies, develop rubrics to assess student work, and use assessment results to improve courses. Faculty participants work with mentors between workshops to bring materials back to their departments for discussion. The goal is to have faculty revise syllabi and develop assessment tools for the next semester so a continuous assessment cycle can be established. ePortfolios may also be incorporated into the assessment program.
Innovation in k12 Education
Flexible learning models allow students to learn at different paces, through various modes, and tailor their learning to their interests. This includes both online and blended approaches, with classrooms becoming more student-centered. As technology and digital tools become more prevalent, there is debate around their benefits and whether an asynchronous online model truly meets student needs. Educators are also rethinking curriculum, instruction, professional development, and how learning is demonstrated to better prepare students for 21st century skills and career transitions through competency-based and cross-curricular approaches.
Bcdl 2015 conference
Flexible learning models allow students to learn at any time, in any place, and at any pace. This document discusses the current landscape of flexible learning models including blended, online, cohort, and self-paced options. It also examines the role of teachers in flexible models and how their role may change from instructors to models, diagnosticians, planners, and more. Concerns are raised about whether asynchronous online only models meet student needs and if learning is truly possible anywhere at any time. The top skills employers want are also listed, focusing on teamwork, problem solving, communication, and other soft skills.
E mentoring as a tool muzaffer cetin
The document discusses using e-mentoring as a tool for professional teacher development. It conducted research to identify the needs of English language teachers regarding formative assessment practices and the effectiveness of an online collaborative e-mentoring platform. The study found that e-mentoring helped break down barriers, improved formative assessment strategies, and was an effective supplemental tool for professional development. However, challenges included difficulties coordinating schedules and broader implications for development. The study concluded that e-mentoring has potential to support teachers' professional growth if used to incorporate new developments into English language teaching in a practical way.
Models of evaluation in educational technology
The document summarizes a study that adapted Kirkpatrick's model of evaluation to accommodate e-learning environments. The study measured the effectiveness of e-learning using Kirkpatrick's stages of reaction, learning, and performance. While e-learning programs were as effective for learning outcomes as traditional programs, recipients of face-to-face instruction expressed more satisfaction. The findings established guidelines for evaluating e-learning programs using an adapted model.
Issues in Developing and Implementing ePortfolios
Presnetation at a UK Jisc Regional Support Centre event on Choosing and Using an e-Portfolio - April 2008
Introduction to evaluation in educational technology
This document summarizes two educational technology studies. The first study investigated factors that affect 3G adoption using surveys with a 7-point Likert scale. The second study examined the effects of implementing webinar training from the perspective of student-trainers. It used qualitative methods including observation, surveys, focus groups, and recording webinar training sessions to understand how webinar tools can be successfully integrated into online learning.
Criteria in Choosing Appropriate Assessment Tool
This document discusses various assessment tools and methods that teachers can use to evaluate student learning, including direct methods like exams, assignments, and presentations, as well as indirect methods like surveys. It describes characteristics of effective assessment tools, such as measuring desired outcomes and being cost-effective. Specific tools covered include rubrics, electronic exams, paper-and-pencil tests, portfolios, and different types of ePortfolios. The goal is to help teachers select appropriate assessment methods for their students and the 21st century.
09-10 Centralia College eLearning Satisfaction Data
Centralia College eLearning conducts a student satisfaction survey every quarter. These are the results for 2009-2010.
Social com assignment
Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills, with the goal of students reflecting on and sharing their experiences on this important topic.
SNAG Europe images
SNAG Golf & TennGolf provide golf and tennis training aids and equipment to help players of all skill levels improve their game for a lifetime. Their websites www.internationalgolfdevelopment.com, www.snageurope.com, and www.tenngolf.co.uk offer products and information, and they can be contacted by phone at +44 (0)1482 333123 or by email at info@internationalgolfdevelopment.com.
Social Com Assignment
Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills, with the goal of students reflecting on and sharing their experiences on this important topic.
More Related Content
What's hot
What Online Teachers Can Teach Us About Connecting With Students
Mike Agostinelli, Instructional Program Manager, discusses what Online Teachers Can Teach Us About Connecting With Students
Blended learning-3
Blended learning combines face-to-face classroom methods with computer-mediated activities. It involves combining various delivery modalities including online and digital media along with traditional classroom methods. It provides flexibility and accessibility for learners. Blended learning can occur at different levels from individual activities and assignments, to full courses or programs, to institutional frameworks. When implemented effectively it provides various benefits for learners such as 24/7 access to content, opportunities for feedback and progress monitoring, and enhanced collaboration.
Edtl 506 needs assessment powerpoint
This document summarizes the results of a needs assessment survey conducted to help plan a professional development for teachers. The survey found that most teachers have access to computers but not all have Promethean boards. Skill levels varied, but most teachers reported being familiar or proficient with technology. The top topics of interest were creating teacher websites, using Promethean Planet, and expressions/voters. Most teachers preferred an in-person professional development on using Weebly to create websites.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
Session 1 e-Learning
The document discusses best practices for organizing e-learning programs based on research. It defines distance education and compares teaching approaches for face-to-face vs distance delivered instruction. Key indicators of quality for mission, curriculum, faculty support, students, sustainability, and evaluation are outlined. Rules of thumb are provided for designing distance courses based on an equivalency theory for achieving similar learning outcomes for distant and local learners.
Edited
Students prefer face-to-face meetings but most work is done individually. Common meeting goals are task delegation and compiling work into one document. A survey found that 51% of students said a lack of accountability makes staying on task difficult and 40% said information gets lost. The document recommends increasing awareness and use of online collaboration tools, providing a way to track group member responsibilities, and enabling notifications across tools to address issues around project management and information sharing.
2014 e learning innovations conference balala student app ppt
The document discusses challenges faced by students in higher education institutions including poor time management, lack of communication, and financial strains. It then proposes a mobile solution to provide students integrated access to academic schedules, assignments, events, and communication with lecturers from a central system. This would help optimize the educational experience, minimize stress, and lead to better academic performance. The solution includes a web server, database server, and supports access via mobile devices and computers. It would provide reminders and real-time updates to help students improve time management and reduce stress.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
Bronx CC Assessment and ePortfolio for 5.6.11
Bronx Community College is developing a general education assessment program through a series of faculty workshops. The General Education and Assessment Team leads the workshops to help faculty align course outcomes with proficiencies, develop rubrics to assess student work, and use assessment results to improve courses. Faculty participants work with mentors between workshops to bring materials back to their departments for discussion. The goal is to have faculty revise syllabi and develop assessment tools for the next semester so a continuous assessment cycle can be established. ePortfolios may also be incorporated into the assessment program.
Innovation in k12 Education
Flexible learning models allow students to learn at different paces, through various modes, and tailor their learning to their interests. This includes both online and blended approaches, with classrooms becoming more student-centered. As technology and digital tools become more prevalent, there is debate around their benefits and whether an asynchronous online model truly meets student needs. Educators are also rethinking curriculum, instruction, professional development, and how learning is demonstrated to better prepare students for 21st century skills and career transitions through competency-based and cross-curricular approaches.
Bcdl 2015 conference
Flexible learning models allow students to learn at any time, in any place, and at any pace. This document discusses the current landscape of flexible learning models including blended, online, cohort, and self-paced options. It also examines the role of teachers in flexible models and how their role may change from instructors to models, diagnosticians, planners, and more. Concerns are raised about whether asynchronous online only models meet student needs and if learning is truly possible anywhere at any time. The top skills employers want are also listed, focusing on teamwork, problem solving, communication, and other soft skills.
E mentoring as a tool muzaffer cetin
The document discusses using e-mentoring as a tool for professional teacher development. It conducted research to identify the needs of English language teachers regarding formative assessment practices and the effectiveness of an online collaborative e-mentoring platform. The study found that e-mentoring helped break down barriers, improved formative assessment strategies, and was an effective supplemental tool for professional development. However, challenges included difficulties coordinating schedules and broader implications for development. The study concluded that e-mentoring has potential to support teachers' professional growth if used to incorporate new developments into English language teaching in a practical way.
Models of evaluation in educational technology
The document summarizes a study that adapted Kirkpatrick's model of evaluation to accommodate e-learning environments. The study measured the effectiveness of e-learning using Kirkpatrick's stages of reaction, learning, and performance. While e-learning programs were as effective for learning outcomes as traditional programs, recipients of face-to-face instruction expressed more satisfaction. The findings established guidelines for evaluating e-learning programs using an adapted model.
Issues in Developing and Implementing ePortfolios
Presnetation at a UK Jisc Regional Support Centre event on Choosing and Using an e-Portfolio - April 2008
Introduction to evaluation in educational technology
This document summarizes two educational technology studies. The first study investigated factors that affect 3G adoption using surveys with a 7-point Likert scale. The second study examined the effects of implementing webinar training from the perspective of student-trainers. It used qualitative methods including observation, surveys, focus groups, and recording webinar training sessions to understand how webinar tools can be successfully integrated into online learning.
Criteria in Choosing Appropriate Assessment Tool
This document discusses various assessment tools and methods that teachers can use to evaluate student learning, including direct methods like exams, assignments, and presentations, as well as indirect methods like surveys. It describes characteristics of effective assessment tools, such as measuring desired outcomes and being cost-effective. Specific tools covered include rubrics, electronic exams, paper-and-pencil tests, portfolios, and different types of ePortfolios. The goal is to help teachers select appropriate assessment methods for their students and the 21st century.
09-10 Centralia College eLearning Satisfaction Data
Centralia College eLearning conducts a student satisfaction survey every quarter. These are the results for 2009-2010.
What's hot (17)
What Online Teachers Can Teach Us About Connecting With Students
What Online Teachers Can Teach Us About Connecting With Students
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...
2014 e learning innovations conference balala student app ppt
2014 e learning innovations conference balala student app ppt
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...
Introduction to evaluation in educational technology
Introduction to evaluation in educational technology
09-10 Centralia College eLearning Satisfaction Data
09-10 Centralia College eLearning Satisfaction Data
Viewers also liked
Social com assignment
Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills, with the goal of students reflecting on and sharing their experiences on this important topic.
SNAG Europe images
SNAG Golf & TennGolf provide golf and tennis training aids and equipment to help players of all skill levels improve their game for a lifetime. Their websites www.internationalgolfdevelopment.com, www.snageurope.com, and www.tenngolf.co.uk offer products and information, and they can be contacted by phone at +44 (0)1482 333123 or by email at info@internationalgolfdevelopment.com.
Social Com Assignment
Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills, with the goal of students reflecting on and sharing their experiences on this important topic.
Kepmen 1453-lamp-01
Dokumen tersebut berisi persyaratan permohonan berbagai jenis perizinan pertambangan mulai dari kuasa pertambangan hingga kontrak karya dan perjanjian karya pengusahaan pertambangan batubara. Terdapat 26 persyaratan yang harus dipenuhi untuk berbagai tahapan perizinan tersebut, mulai dari surat permohonan, peta wilayah, dokumen pendirian perusahaan, hingga laporan kegiatan dan pembayaran iuran.
Apresentação do Curso de Ubuntu Desktop
Este documento descreve um curso online sobre a instalação e configuração do sistema operacional Ubuntu Desktop e suas edições. O curso ensinará como baixar, instalar e usar o Ubuntu em máquinas virtuais e de forma dual boot e particionada. O material didático inclui uma apostila digital e o curso usará recursos como slides, fóruns e vídeos.
Pesquisa de Usuarios GNU/Linux e Microsoft Windows
O documento discute a instalação e configuração do sistema operacional GNU/Linux Mint 17.1 Rebecca LTS e suas edições, incluindo informações sobre pesquisa de usuários de informática e sites associados com cursos e procedimentos em TI.
Band 1 instrumen bm tahun 3 contoh je
Dokumen tersebut merupakan instrumen pentaksiran standard prestasi bahasa Malaysia tahun 3 yang menilai kemahiran membaca. Ia menyenaraikan band, penyataan standard, deskriptor dan aktiviti pentaksiran untuk menilai kemahiran membaca ayat secara mekanis, membaca ayat tunggal dan majmuk, serta menulis ayat, imlak dan perkataan berimbuhan.
2006 enterprise entrepreneurship and innovation
This document is the introduction to a book about enterprise, entrepreneurship, and innovation. It includes a dedication from the authors Robin Lowe and Sue Marriott to Sylvia, Catherine, Jonathan, Andrew, Ian, and bouncebackability. It provides copyright information and details about the publisher Butterworth-Heinemann, an imprint of Elsevier. The contents section lists 4 chapters that will explore concepts of enterprise, what entrepreneurs are like and what they do, innovation and its management, and learning, decision-making and leadership.
Relatório Anual 2011 - resumo
O relatório descreve as atividades do BNDES no ano de 2011, destacando a descentralização geográfica do crédito, o aumento de 47% no número de operações e o desembolso recorde de R$ 139,7 bilhões. O setor de infraestrutura recebeu a maior parte dos recursos, enquanto micro, pequenas e médias empresas tiveram um ano especial com financiamentos recordes.
Investment opportunities in the brazilian economy (Oportunidades de investime...
Brazil has strong economic fundamentals and is pursuing increased infrastructure investment to support continued growth. The government aims to invest over $1.9 trillion in infrastructure like energy, transportation and sanitation from 2013 to 2016 through public-private partnerships partially financed by BNDES. Increased infrastructure investment is expected to boost productivity and economic integration, contributing to an estimated 0.5 percentage point increase in potential GDP growth per year.
Financing of infrastructure projects - Luciano Coutinho
This document discusses financing of infrastructure projects in Brazil. It summarizes that infrastructure demand has grown steadily in areas like electricity, roads, railways, ports and airports. The outlook is for investments in infrastructure like electricity and logistics to increase substantially from 2013 to 2016, totaling over $1.9 trillion. Financing will come from various sources including equity, debentures, credit lines, and government financial institutions like BNDES. Infrastructure investments are expected to be a key driver of Brazilian economic growth in the coming years.
The brazilian economy and financing its infrastructure projects - Luciano Cou...
The document discusses Brazil's economic outlook and infrastructure investment opportunities. It notes that Brazil has strong economic foundations and macroeconomic stability. Infrastructure investment is expected to reach $1.9 trillion from 2013 to 2016, led by investments in logistics which will increase 123%. Financing for infrastructure comes from sources like the BNDES, private banks, pension funds and asset managers. The increased use of corporate bonds is also expected to play a larger role in funding investments going forward.
Viewers also liked (16)
Pesquisa de Usuarios GNU/Linux e Microsoft Windows
Pesquisa de Usuarios GNU/Linux e Microsoft Windows
Investment opportunities in the brazilian economy (Oportunidades de investime...
Investment opportunities in the brazilian economy (Oportunidades de investime...
Financing of infrastructure projects - Luciano Coutinho
Financing of infrastructure projects - Luciano Coutinho
The brazilian economy and financing its infrastructure projects - Luciano Cou...
The brazilian economy and financing its infrastructure projects - Luciano Cou...
Similar to Social com assignment
Teaching technology
The document outlines the typical structure of a teacher-led inquiry project, known as a web quest. It begins with an introduction to provide background information for students. Students are then given a single question to analyze information to answer. The teacher guides students through the process, offering advice on time management, data collection, and group work strategies. Students are provided resources like websites to help complete the task. Finally, students present their findings in a written or oral report, and provide reflections on their experience.
Presentation1
The document outlines the typical structure of a web quest, which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students through completing the task by managing time, collecting data, and working in groups, resources like curated websites for students to use, an evaluation such as a written report or presentation, and a conclusion for student reflection.
A01_BOVE2186_14_SE_FM.indd 1 111616 746 PMA01_G.docx
A01_BOVE2186_14_SE_FM.indd 1 11/16/16 7:46 PM
A01_GORD2302_01_SE_FM.indd 4 28/05/15 7:33 pm
This page intentionally left blank
Practice, Engage, Apply
• Personalize Learning with MyBCommLab—MyBCommLab is an online
homework, tutorial, and assessment program designed to work with this text
to engage students and improve results. Within its structured environment,
students practice what they learn, test their understanding, and pursue a
personalized study plan that helps them better absorb course material and
understand difficult concepts.
• Branching, Decision-Making Simulations—Put your students
in the role of manager as they make a series of decisions
based on a realistic business challenge. The simulations
change and branch based on their decisions, creating various
scenario paths. At the end of each simulation, students receive
a grade and a detailed report of the choices they made with
the associated consequences included.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare's powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make
great learners who perform better in
their courses. Designed to help you
develop and assess concept mastery and
critical thinking, the Writing Space offers
a single place to create, track, and grade
writing assignments, provide resources,
and exchange meaningful, personalized
feedback with students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own
assignments, you decide your level of involvement in evaluating students' work. The auto-graded option
allows you to assign writing in large classes without having to grade essays by hand. And because of
integration with Turnitin®, Writing Space can check students' work for improper citation or plagiarism.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here's how
it works: students complete a set of questions with a unique answer format
that also asks them to indicate their confidence level. Questions repeat until
the student can answer them all correctly and confidently. Once completed,
Dynamic Study Modules explain the concept using materials from the text.
These are available as graded assignments prior to class, and accessible on
smartphones, tablets, and computers.
CVR_BOVE2186_14_SE_IFC.indd 2 9/29/16 10:14 PM
with MyBCommLab®
• Reporting Dashboard—View, analyze, and report learnin.
Surname 1This week, you must choose and submit a culture .docx
Surname: 1
This week, you must choose and submit a culture you will research for your Signature Assignment.
Upload a 2-paragraph Word document in which you:
· Identify and briefly describe the culture you will research
· Explain your goals in researching this culture
See rubric for specific grading criteria.
Name: Term Paper Topic Submission
· Grid View
· List View
Meets Expectations
Approaches Expectations
Does Not Meet Expectations
Topic Identified
Points Range:16 (40.00%) - 20 (50.00%)
A topic is clearly identified.
Points Range:12 (30.00%) - 15.8 (39.50%)
A topic is identified but may be poorly worded or described.
Points Range:0 (0.00%) - 11.8 (29.50%)
A topic is not clearly identified or missing.
Purpose Identified
Points Range:12.8 (32.00%) - 16 (40.00%)
The writer's purpose is clearly stated and explained in detail. Contemporary relevance is clearly explained, and intended goals are thoroughly explored.
Points Range:9.6 (24.00%) - 12.64 (31.60%)
The writer's purpose is stated and explained but may be lacking detail or cohesiveness. Contemporary relevance is generally explained, and intended goals are somewhat explored.
Points Range:0 (0.00%) - 9.44 (23.60%)
The writer's purpose is not stated or explained or is unclear. Contemporary relevance is not explained or not apparent, and intended goals are not explored.
Mechanics and APA Style
Points Range:3.2 (8.00%) - 4 (10.00%)
The assignment is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors.
Points Range:2.4 (6.00%) - 3.16 (7.90%)
The assignment has a few grammatical, spelling, or punctuation errors.
Points Range:0 (0.00%) - 2.36 (5.90%)
Mechanical errors significantly interfere with the readability of the paper.
The rubric total value of 0.00 has been overridden with a value of 0.00 out of 40.
Exit
Unit Lesson In Unit I, we briefly touched on several training delivery methods. In this unit, we take a more in-depth look at the various training delivery methods available. In today’s technological age, there are many ways that training can be delivered. With a plethora of training delivery options to choose from, it can be difficult to UNIT IV STUDY GUIDE Training Delivery Methods MHR 6551, Training and Development 2 UNIT x STUDY GUIDE Title decide what the best option is to deliver training. As mentioned in past units, matching the learner’s style with the delivery method is paramount. There are two primary approaches we are exploring to help you narrow down this decision. The two approaches are cognitive and behavioral approaches. Cognitive Approach In the cognitive approach, learning is stimulated through the impact made on cognitive processes such as thinking, analyzing, retaining, and recalling information. The cognitive approach to training has a strong emphasis on the understanding of concepts and information. The retention of the material and its understanding are increased by perceiving the connections between the co.
Sample of Designs of Technology-Inspired Instructional Plan
This PowerPoint Presentation is about the "Sample of Designs of Technology-Inspired Instructional Plan." It will teach the students/learners what web quest is and how to design one.
Social learning in the Diploma of e-learning - TNQIT
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
Deeper thinking Common Core and Technology
This document discusses how technology can support deeper learning aligned with the Common Core standards. It outlines key trends like assessments shifting to what students can do and the rise of social media. Challenges include the need for digital literacy training and innovating pedagogy. Schools that top international tests ensure teachers lead critical thinking classrooms. Effective technology use depends on clear learning expectations and teacher skills, not just equipment purchases. Leaders should model beliefs in deeper learning and support risk-taking to change teaching culture.
Maximizing Interactivity in Online Learning_ Strategies for Course Improvement.
Elevate your educational experience by partnering with an expert eLearning vendor, bringing cutting-edge technology and customized content for impactful online learning. Revolutionize your approach for enhanced engagement and knowledge retention
Deeper thinking ccss - technology
This document discusses how technology can support deeper learning aligned with the Common Core standards. It notes the changing education landscape including Common Core, assessments, and shrinking budgets. The Horizon Project examines emerging technologies and how they can support real-world problem solving and active learning. Challenges include the need for digital literacy training and innovating pedagogy. PISA test results show top nations emphasize critical thinking over rote memorization. The document contrasts two schools' technology use and emphasizes the importance of clear learning expectations over spending on technology alone. It provides examples of how Google tools can support deeper learning and 21st century skills development.
Initial IdentificationWhen you hear the word college, you migh
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
The document summarizes two learning sequences for a course on information and communication technologies (ICT).
Sequence One focuses on collaborative learning and has students work in groups on a multimedia project. They discuss skills needed, plan and evaluate the project, and work collaboratively over several weeks to complete it.
Sequence Two focuses on more complex learning involving 3D modeling. Students are given an ill-defined task and must find their own answers through guided discovery and collaboration. They create a project specification and presentation without step-by-step instructions. Both sequences aim to engage students in higher-order thinking through complex, open-ended tasks.
Facilitator+training+program signature+assignment
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
Online Learning Strategies that Work
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
Webquest virtual communicating skills
The document discusses a PowerPoint presentation about nonverbal communication and virtual skills. It provides an introduction on nonverbal communication being a predominant part of communication. It then discusses a task that requires students to analyze a vast array of information. Next, it outlines the process where the teacher leads students through the task, offering advice on time management, data collection, and group work strategies. Resources are then provided to help students complete the task. An evaluation section notes that outcomes are usually a written or multimedia presentation. Finally, a conclusion discusses having students reflect on their experience through a survey or email.
Webbasedtutorial
Tutorial for teachers, indicating why webinars would be a good tool for professional development training.
Webbasedtutorial
This document discusses professional development for teachers. It notes that professional development is important for keeping teaching certifications current and can be completed through online classes, webinars, or other computer-based sources. This allows teachers to earn continuing education units and fulfill professional development requirements. The document provides an overview of benefits of professional development and examples of topics covered, such as language development in young children and measuring classroom quality. It also addresses the importance of ongoing professional development and new approaches using electronic media and webinars.
UniSon Workshop 2006
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
4 Concepts of IT
Instructional technology uses research on learning, the brain, and available resources to solve problems in educational settings. Common methods include the ADDIE model of analyze, design, develop, implement, and evaluate; networking to increase collaboration; and e-learning using the internet for distance learning. Instructional methods deliver lessons through independent study, jigsaw activities, and project-based learning. Instructional media includes computers, websites, and software to prepare students for 21st century skills, though printed text and discussions boards are also used in e-learning environments. Performance technology tools like interactive modules, simulators, and writing programs help students practice skills with feedback.
Introduction
The document outlines the typical structure of a web quest which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students on completing the task including managing time, collecting data, and working in groups, as well as providing resources like curated websites to help students complete the task and an evaluation of students' work typically in the form of a written report or presentation.
Similar to Social com assignment (20)
A01_BOVE2186_14_SE_FM.indd 1 111616 746 PMA01_G.docx
A01_BOVE2186_14_SE_FM.indd 1 111616 746 PMA01_G.docx
Surname 1This week, you must choose and submit a culture .docx
Surname 1This week, you must choose and submit a culture .docx
Sample of Designs of Technology-Inspired Instructional Plan
Sample of Designs of Technology-Inspired Instructional Plan
Social learning in the Diploma of e-learning - TNQIT
Social learning in the Diploma of e-learning - TNQIT
Maximizing Interactivity in Online Learning_ Strategies for Course Improvement.
Maximizing Interactivity in Online Learning_ Strategies for Course Improvement.
Initial IdentificationWhen you hear the word college, you migh
Initial IdentificationWhen you hear the word college, you migh
Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Social com assignment
- 1. Name: __________________________ Subject: social communication Teacher Name: merl Date: ___________________ Social communication (www.teach-nology.com)
- 2. Task: Why are social communication skills training essential in social work and developmwent education?
- 3. Introduction: The importance of social communication in social work and developmen.
- 4. Process: In this section, the teacher leads the student through the task. The teacher offers advice on how to manage time, collect data, and provides strategies for working in group situations.
- 5. Resources: Students are provided with tools (usually web sites), or leads to tools that can help them complete the task. In order for this to be valuable, a teacher must thoroughly review each source.
- 6. Evaluation: The outcome for Web Quests is usually a product, in most cases, inform of a written/oral report or multimedia presentation.
- 7. Conclusion: Effective Web Quests have a built in mechanism for student reflections. To receive feedback, you can survey your students about their experience, or have the students send you an e-mail sharing their thoughts. Powered by- TeAch-nology.com- The Web Portal For Educators (www.teach-nology.com)