This document summarizes plans and updates for the Tests & Quizzes (T&Q) tool in the Sakai learning management system. Key points include: integrating question imports from Respondus, allowing instructors to record average scores, clarifying gradebook settings, accepting community contributions to new features, and planned improvements for version 2.9 like redesigning assessment pages and adding new question types. Contact information is provided for questions about the T&Q tool and its ongoing development.
The document discusses Turnitin's GradeMark digital marking system. It provides an overview of GradeMark's features for adding comments, standardizing feedback, and grading assignments online. Both students and instructors found GradeMark easy to use and saw benefits like improved feedback quality and time savings compared to traditional marking methods. However, some technical issues remained around formatting and anonymity for multiple markers.
This document provides information about a generic exam on object-oriented analysis and design (OOAD). The exam consists of multiple sections evaluating different OOAD skills. It will last 2.5 hours and be out of 100 marks, with an optional 10-mark bonus question. The exam process involves submitting section answers in exchange for standard solutions to use for subsequent sections. Skills assessed include identifying use cases, creating conceptual models, system sequence diagrams, responsibility assignment, collaboration design, class diagrams, and mapping designs to code.
TurningPoint is an interactive student response system that allows students to respond to questions using clicker devices during a presentation. It enables real-time polling and collection of responses that can be viewed as test scores, charts or graphs. The system involves 5 basic steps - creating presentation slides with questions, setting up the response devices, creating a participant list, running a presentation session to pose questions and collecting responses, and saving the session results for future reference.
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.
This document provides sample questions to help prepare for the PMP certification exam. It includes 10 sample questions covering topics like risk management, quality management, procurement, and project documents. For each question, it provides the correct answer and a brief explanation of why the other answer choices are incorrect. The document encourages visiting other websites to find more free sample questions and exam simulators to aid in studying.
B is the best approach to resolve the problem of not being able to decompose the system testing work package yet. The system development work package should be decomposed now, while the system testing work package can be decomposed later when more details about the 50% completed system are available, using an iterative planning technique called rolling wave planning. Rolling wave planning involves planning work to be done soon in detail while planning future work at a higher level, since all details may not be known far in advance.
The document discusses Turnitin's GradeMark digital marking system. It provides an overview of GradeMark's features for adding comments, standardizing feedback, and grading assignments online. Both students and instructors found GradeMark easy to use and saw benefits like improved feedback quality and time savings compared to traditional marking methods. However, some technical issues remained around formatting and anonymity for multiple markers.
This document provides information about a generic exam on object-oriented analysis and design (OOAD). The exam consists of multiple sections evaluating different OOAD skills. It will last 2.5 hours and be out of 100 marks, with an optional 10-mark bonus question. The exam process involves submitting section answers in exchange for standard solutions to use for subsequent sections. Skills assessed include identifying use cases, creating conceptual models, system sequence diagrams, responsibility assignment, collaboration design, class diagrams, and mapping designs to code.
TurningPoint is an interactive student response system that allows students to respond to questions using clicker devices during a presentation. It enables real-time polling and collection of responses that can be viewed as test scores, charts or graphs. The system involves 5 basic steps - creating presentation slides with questions, setting up the response devices, creating a participant list, running a presentation session to pose questions and collecting responses, and saving the session results for future reference.
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.
This document provides sample questions to help prepare for the PMP certification exam. It includes 10 sample questions covering topics like risk management, quality management, procurement, and project documents. For each question, it provides the correct answer and a brief explanation of why the other answer choices are incorrect. The document encourages visiting other websites to find more free sample questions and exam simulators to aid in studying.
B is the best approach to resolve the problem of not being able to decompose the system testing work package yet. The system development work package should be decomposed now, while the system testing work package can be decomposed later when more details about the 50% completed system are available, using an iterative planning technique called rolling wave planning. Rolling wave planning involves planning work to be done soon in detail while planning future work at a higher level, since all details may not be known far in advance.
This document provides guidance on using the IMRAD structure for a recommendation report. It explains that IMRAD is a widely used structure that organizes a technical report into Introduction, Methods, Results, and Discussion sections. It then provides details on what content should be included in each section, such as the purpose and goals in the Introduction, the testing methods and criteria in the Methods section, the findings and visual representations of data in the Results section, and an overall conclusion and recommendations in the Discussion section. Additional sections like the Title Page, Table of Contents, Bibliography, and Appendix are also described.
The 't' in tel software development for tel research problems, pitfalls, and ...Roland Klemke
At the core of TEL research are artefacts of digital technology, their design, implementation, application, and evaluation. Usually, these artefacts aim to fulfil a specific educational purpose and need to satisfy a number of requirements with respect to functionality, usability, scalability, or interoperability.
Software engineering is the discipline that structures, organises, and documents all aspects of the software development process in manageable steps. It explains all relevant stakeholder roles involved in the process and defines process models to handle the complexity of the software development process.
In research oriented projects, software engineering goals and research goals often collide: Software engineering strives to provide a fully fledged system with a complete set of functionality and a broad coverage of use cases. Research aims for evaluating testable hypotheses based on specific aspects of a system. This leads to the problem that the complexity of the design steps, complexity of the derived/developed solution contradicts easy to measure results. Furthermore, project contexts and research contexts often collide, leading to the question how to develop technology that fulfills development needs and research needs.
The lecture looks at typical situations, which occur in technology-oriented research projects and tries to show approaches to handle the inherent complexity within these.
References
Tchounikine, P.: Computer Science and Educational Software Design. Springer Berlin Heidelberg, Berlin, Heidelberg (2011).
Goodyear, P., Retalis, S.: Technology-enhanced learning Design Patterns and Pattern Languages. Sense Publishers (2010).
Mor, Y., Winters, N.: Design approaches in technology-enhanced learning. Interact. Learn. Environ. 15, 61–75 (2007).
Bjork, S., Holopainen, J.: Patterns in Game Design (Game Development Series). Charles River Media (2004).
Calvo, R.A., Turani, A.: E - learning Frameworks = ( Design Patterns + Software Components ). In (Goodyear & Retalis, 2010).
Wang, F., Hannafin, M.J.: Design-Based Research and Technology-Enhanced Learning Environments. Source Educ. Technol. Res. Dev. 53, 5–23 (2005).
Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014).
Ross, S.M., Morrison, G.R., Lowther, D.L.: Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning. Contemp. Educ. Technol. 1, 17–35 (2010).
Hello everyone! Test your PMP exam preparation and answer this Free PMP® Exam Sample Question of the week. For more of this free PMP exam sample question visit: https://free.pm-exam-simulator.com/free-pmp-exam-simulator
Darius Silingas - From Model Driven Testing to Test Driven ModellingTEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on From Model Driven Testing to Test Driven Modelling by Darius Silingas. See more at conferences.eurostarsoftwaretesting.com/past-presentations/
Paulette Robinson - Microlearning and Gamification in Policy LeadershipSeriousGamesAssoc
Paulette Robinson, Office of Personnel Management (OPM)
The policy courses for government leaders offered by OPM in its open enrollment catalog have been redesigned using a blended model that includes microlearning and gamification.
In this session, Dr. Robinson will report on the development process and the effectiveness of the new designed based on data collected.
Link to video found in slide deck: https://youtu.be/7KmRFrrYk9Y
This document summarizes the features of SAMigo, an assessment management tool integrated within the Sakai learning management system. It describes SAMigo's core features for authoring, publishing, and grading assessments, as well as taking assessments. New features in version 2.5 are highlighted, and the roadmap for future versions is outlined. The presentation concludes with a quick demo and Q&A.
Paul Gerrard - Advancing Testing Using Axioms - EuroSTAR 2010TEST Huddle
The document discusses testing axioms, which are context-neutral rules for testing systems. It proposes that testing axioms can be used to advance testing practices by providing a framework for critical thinking about testing. Specifically, separating axioms, context, and values allows testers to clarify positions and approaches for different contexts. It also suggests testing axioms can help identify important skills for testers, such as understanding test models and their limitations. Finally, it explores ideas from "quantum testing" such as assigning significance to individual tests, rather than attempting to quantify their value.
This document outlines a comprehensive three-day training course that covers all aspects of using the Questionmark Perception assessment system. The course will teach participants how to author assessments, create and schedule participants, deliver assessments, analyze results, and generate reports. Over the three days, trainees will learn how to use the Authoring Manager to create questions and assessments, the Enterprise Manager for administration and results, and the Reporter for generating reports. By the end of the course, participants will be able to independently use all the major components of Perception.
This document outlines a comprehensive 3-day training course that covers all aspects of using the Questionmark Perception assessment system. The course will teach participants how to author assessments, create and schedule participants, deliver assessments, analyze results, and generate reports. Over the three days, trainees will learn how to use the Authoring Manager to create questions and assessments, the Enterprise Manager for administration and results, and the Reporter for generating reports. By the end of the course, participants will be able to independently use all the major components of Perception.
Henrik Andersson - Exploratory Testing Champions - EuroSTAR 2010TEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on Henrik Andersson by Exploratory Testing Champions. See more at: http://conference.eurostarsoftwaretesting.com/past-presentations/
The document provides an overview of the new LSAT On Demand training product being launched by Kaplan. It discusses the rollout phases, from a pilot mid-December to a full launch by the end of March 2012. It then reviews the key sections and features of the new online platform, including the home page, goal setting, study plan, stats and scores, and available resources. The new platform aims to overhaul the user experience while keeping the same test preparation content.
This is the presentation used during the session "Lessons Learned in Software Quality 1" conducted in Amman, PSUT (15, Dec, 2010). Presented by Belal Raslan (Director at Quality Partners) & Rayya Abu Ghosh (Quality Manager at Yahoo! Middle east).
This document outlines the requirements for a final project in an object-oriented and concurrent programming course. Students must design and implement a program to simulate creatures completing jobs or tasks over time. The program must include resource pools, creature job threads that can block until required resources are available, and a GUI to display progress. Students will be graded based on their program design, functionality, testing, documentation, and code quality. The project is due by the assigned date and must follow specific formatting and submission guidelines.
I gave this talk about the state of Sakai at Apereo15. It featured a kitty video.
http://lanyrd.com/2015/apereo/sdmmmq/
https://www.youtube.com/watch?v=MbcKGYUsCTU
During Fall 2008 and Spring 2009, UNC Chapel Hill conducted a pilot of Sakai, a community-source collaborative learning environment. This slideshow summarizes the results. (n=26)
High Stakes Testing on Sakai with Samigo and a Locked-down OS imagekenro00
This document summarizes a presentation given at the 2012 Jasig Sakai Conference. It discusses Stanford University's efforts to administer foreign language proficiency exams online using the Sakai learning management system. Over 400 exams were successfully administered online in 2012, up from 155 in 2011. It describes the technical setup, including a customized Windows image, proxy server configurations, and security measures. It also outlines lessons learned and plans to expand online testing to additional languages in the future. Collaboration between the Language Center and Academic Computing Services was key to the success of the project.
Charles Severance discusses the future of Sakai and next generation teaching and learning systems. Key points include:
1) Sakai-11 will have an improved, more flexible user interface and improved lessons tool. It will move to a continuous upgrade model and improve multi-tenancy.
2) Standards adoption is increasing and Sakai scores well compared to other learning management systems.
3) Next generation teaching and learning systems will have small modular learning management systems with features from abundant app stores and content repositories. This will allow scaling from hundreds to millions of students.
SCORM Cloud in Sakai: The easy route to SCORM compliance Rustici Software
A look at the SCORM Cloud module for Sakai. Easiest way to get SCORM running, integrates with gradebook, great reports. More at http;//www.scorm.com/sakai
This document outlines the planning and analysis for an online learning application called "Study On Ease" or "STONE". It discusses requirements gathering, existing solutions and their drawbacks, functional requirements, design including modules and flowcharts, and implementation plans. The goal is to rectify issues with online classes by adding features like messages that can be deleted, an exam platform, attendance tracking, and detecting connectivity issues. The application will be created using Xamarin frontend, .NET backend, and MySQL database, with user authentication and access control.
This document provides guidance on using the IMRAD structure for a recommendation report. It explains that IMRAD is a widely used structure that organizes a technical report into Introduction, Methods, Results, and Discussion sections. It then provides details on what content should be included in each section, such as the purpose and goals in the Introduction, the testing methods and criteria in the Methods section, the findings and visual representations of data in the Results section, and an overall conclusion and recommendations in the Discussion section. Additional sections like the Title Page, Table of Contents, Bibliography, and Appendix are also described.
The 't' in tel software development for tel research problems, pitfalls, and ...Roland Klemke
At the core of TEL research are artefacts of digital technology, their design, implementation, application, and evaluation. Usually, these artefacts aim to fulfil a specific educational purpose and need to satisfy a number of requirements with respect to functionality, usability, scalability, or interoperability.
Software engineering is the discipline that structures, organises, and documents all aspects of the software development process in manageable steps. It explains all relevant stakeholder roles involved in the process and defines process models to handle the complexity of the software development process.
In research oriented projects, software engineering goals and research goals often collide: Software engineering strives to provide a fully fledged system with a complete set of functionality and a broad coverage of use cases. Research aims for evaluating testable hypotheses based on specific aspects of a system. This leads to the problem that the complexity of the design steps, complexity of the derived/developed solution contradicts easy to measure results. Furthermore, project contexts and research contexts often collide, leading to the question how to develop technology that fulfills development needs and research needs.
The lecture looks at typical situations, which occur in technology-oriented research projects and tries to show approaches to handle the inherent complexity within these.
References
Tchounikine, P.: Computer Science and Educational Software Design. Springer Berlin Heidelberg, Berlin, Heidelberg (2011).
Goodyear, P., Retalis, S.: Technology-enhanced learning Design Patterns and Pattern Languages. Sense Publishers (2010).
Mor, Y., Winters, N.: Design approaches in technology-enhanced learning. Interact. Learn. Environ. 15, 61–75 (2007).
Bjork, S., Holopainen, J.: Patterns in Game Design (Game Development Series). Charles River Media (2004).
Calvo, R.A., Turani, A.: E - learning Frameworks = ( Design Patterns + Software Components ). In (Goodyear & Retalis, 2010).
Wang, F., Hannafin, M.J.: Design-Based Research and Technology-Enhanced Learning Environments. Source Educ. Technol. Res. Dev. 53, 5–23 (2005).
Kirkwood, A., Price, L.: Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review. Learn. Media Technol. 39, 6–36 (2014).
Ross, S.M., Morrison, G.R., Lowther, D.L.: Educational Technology Research Past and Present: Balancing Rigor and Relevance to Impact School Learning. Contemp. Educ. Technol. 1, 17–35 (2010).
Hello everyone! Test your PMP exam preparation and answer this Free PMP® Exam Sample Question of the week. For more of this free PMP exam sample question visit: https://free.pm-exam-simulator.com/free-pmp-exam-simulator
Darius Silingas - From Model Driven Testing to Test Driven ModellingTEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on From Model Driven Testing to Test Driven Modelling by Darius Silingas. See more at conferences.eurostarsoftwaretesting.com/past-presentations/
Paulette Robinson - Microlearning and Gamification in Policy LeadershipSeriousGamesAssoc
Paulette Robinson, Office of Personnel Management (OPM)
The policy courses for government leaders offered by OPM in its open enrollment catalog have been redesigned using a blended model that includes microlearning and gamification.
In this session, Dr. Robinson will report on the development process and the effectiveness of the new designed based on data collected.
Link to video found in slide deck: https://youtu.be/7KmRFrrYk9Y
This document summarizes the features of SAMigo, an assessment management tool integrated within the Sakai learning management system. It describes SAMigo's core features for authoring, publishing, and grading assessments, as well as taking assessments. New features in version 2.5 are highlighted, and the roadmap for future versions is outlined. The presentation concludes with a quick demo and Q&A.
Paul Gerrard - Advancing Testing Using Axioms - EuroSTAR 2010TEST Huddle
The document discusses testing axioms, which are context-neutral rules for testing systems. It proposes that testing axioms can be used to advance testing practices by providing a framework for critical thinking about testing. Specifically, separating axioms, context, and values allows testers to clarify positions and approaches for different contexts. It also suggests testing axioms can help identify important skills for testers, such as understanding test models and their limitations. Finally, it explores ideas from "quantum testing" such as assigning significance to individual tests, rather than attempting to quantify their value.
This document outlines a comprehensive three-day training course that covers all aspects of using the Questionmark Perception assessment system. The course will teach participants how to author assessments, create and schedule participants, deliver assessments, analyze results, and generate reports. Over the three days, trainees will learn how to use the Authoring Manager to create questions and assessments, the Enterprise Manager for administration and results, and the Reporter for generating reports. By the end of the course, participants will be able to independently use all the major components of Perception.
This document outlines a comprehensive 3-day training course that covers all aspects of using the Questionmark Perception assessment system. The course will teach participants how to author assessments, create and schedule participants, deliver assessments, analyze results, and generate reports. Over the three days, trainees will learn how to use the Authoring Manager to create questions and assessments, the Enterprise Manager for administration and results, and the Reporter for generating reports. By the end of the course, participants will be able to independently use all the major components of Perception.
Henrik Andersson - Exploratory Testing Champions - EuroSTAR 2010TEST Huddle
EuroSTAR Software Testing Conference 2010 presentation on Henrik Andersson by Exploratory Testing Champions. See more at: http://conference.eurostarsoftwaretesting.com/past-presentations/
The document provides an overview of the new LSAT On Demand training product being launched by Kaplan. It discusses the rollout phases, from a pilot mid-December to a full launch by the end of March 2012. It then reviews the key sections and features of the new online platform, including the home page, goal setting, study plan, stats and scores, and available resources. The new platform aims to overhaul the user experience while keeping the same test preparation content.
This is the presentation used during the session "Lessons Learned in Software Quality 1" conducted in Amman, PSUT (15, Dec, 2010). Presented by Belal Raslan (Director at Quality Partners) & Rayya Abu Ghosh (Quality Manager at Yahoo! Middle east).
This document outlines the requirements for a final project in an object-oriented and concurrent programming course. Students must design and implement a program to simulate creatures completing jobs or tasks over time. The program must include resource pools, creature job threads that can block until required resources are available, and a GUI to display progress. Students will be graded based on their program design, functionality, testing, documentation, and code quality. The project is due by the assigned date and must follow specific formatting and submission guidelines.
I gave this talk about the state of Sakai at Apereo15. It featured a kitty video.
http://lanyrd.com/2015/apereo/sdmmmq/
https://www.youtube.com/watch?v=MbcKGYUsCTU
During Fall 2008 and Spring 2009, UNC Chapel Hill conducted a pilot of Sakai, a community-source collaborative learning environment. This slideshow summarizes the results. (n=26)
High Stakes Testing on Sakai with Samigo and a Locked-down OS imagekenro00
This document summarizes a presentation given at the 2012 Jasig Sakai Conference. It discusses Stanford University's efforts to administer foreign language proficiency exams online using the Sakai learning management system. Over 400 exams were successfully administered online in 2012, up from 155 in 2011. It describes the technical setup, including a customized Windows image, proxy server configurations, and security measures. It also outlines lessons learned and plans to expand online testing to additional languages in the future. Collaboration between the Language Center and Academic Computing Services was key to the success of the project.
Charles Severance discusses the future of Sakai and next generation teaching and learning systems. Key points include:
1) Sakai-11 will have an improved, more flexible user interface and improved lessons tool. It will move to a continuous upgrade model and improve multi-tenancy.
2) Standards adoption is increasing and Sakai scores well compared to other learning management systems.
3) Next generation teaching and learning systems will have small modular learning management systems with features from abundant app stores and content repositories. This will allow scaling from hundreds to millions of students.
SCORM Cloud in Sakai: The easy route to SCORM compliance Rustici Software
A look at the SCORM Cloud module for Sakai. Easiest way to get SCORM running, integrates with gradebook, great reports. More at http;//www.scorm.com/sakai
This document outlines the planning and analysis for an online learning application called "Study On Ease" or "STONE". It discusses requirements gathering, existing solutions and their drawbacks, functional requirements, design including modules and flowcharts, and implementation plans. The goal is to rectify issues with online classes by adding features like messages that can be deleted, an exam platform, attendance tracking, and detecting connectivity issues. The application will be created using Xamarin frontend, .NET backend, and MySQL database, with user authentication and access control.
This document summarizes the features of SAMigo, an assessment management tool integrated within the Sakai learning management system. It describes SAMigo's core features for authoring, publishing, and grading assessments, as well as taking assessments. New features in version 2.5 are highlighted. The document also provides an overview of SAMigo's question types, settings, and a roadmap for future versions.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
How Meark as an enterprise leverages DSDM?AgileNetwork
The presentation covers one of the Agile Methodologies. Dynamic Systems Development Method (DSDM) is a framework based originally around Rapid Application Development (RAD).DSDM recognises that projects are limited by time and resources, and plans accordingly to meet the business needs.
This document contains the resume of Soujanya Bashetty. It summarizes her career experience as a Software Tester with over 7 years of experience in testing. She has worked on projects for clients like Microsoft and AON. Her skills include functional testing, GUI testing, database testing, test automation using Selenium and experience working with testing tools like JIRA, TFS and MTM. She is proficient in programming languages like C# and databases like SQL Server. Currently she works as a Test Engineer at Infosys on the Microsoft Partner Network project, where she is responsible for test planning, execution, defect tracking and reporting.
The document discusses the systems development life cycle (SDLC) process for planning, creating, testing, and deploying information systems. It describes the main stages of the SDLC as preliminary analysis, systems analysis, systems design, development, integration and testing, acceptance and deployment, maintenance, and evaluation. It also discusses problems with the traditional sequential SDLC model such as long development cycles and difficulty accommodating changes. The incremental waterfall model is presented as an alternative that develops the system in smaller incremental releases.
IT 700 Capstone Component 2 IT Project Report Guidelines a.docxaryan532920
IT 700 Capstone Component 2: IT Project Report Guidelines and Rubric
Overview: For your IT project report, the second of three capstone components, you will imagine that the key stakeholders for whom you wrote your proposal
gave you the go-ahead to implement your information technology solution to the problem you identified. You have designed and developed your project
solution, and now you must report to the stakeholders.
In other words, for this capstone component, you will design and develop your project solution and then report on it. If you are able to implement your solution,
include a summary of your implementation and testing in your report. If you are not able to implement your solution, you may develop a model, simulation,
prototype, or proof of concept as an alternative to developing a fully implemented project. In this case, in your report you should include a plan for
implementation and testing.
Your report must provide clear evidence that your project was implemented and tested (or is implementable and testable). This can be achieved by documenting
a demonstration of the project in use or documenting an explanation of the model, simulation, or prototype. Consider using video or screenshots to
demonstrate and explain your project. If the implemented project is to be supplied to the instructor, you could provide a user manual that explains how to
install, configure, and run the software. You are encouraged to submit artifacts of the project including diagrams, software applications, database designs,
process documents, etc. Make sure to include clear instructions for accessing and using these artifacts. The design and development of your project solution
should demonstrate professional-level knowledge and skills.
Your project report should include at least one recommendation for future enhancements. Explain what you might add to the project if you had more resources?
What risk(s) would you need to consider before the enhancement was implemented at some future point in time? What would have to happen first before the
future enhancement was even considered seriously?
You will submit drafts of this component in Modules Four, Five, Six, Seven, and Eight. The final component is due in Milestone Nine.
The following sections are required in your project report (though you are not limited to including only these sections):
1. Project Design: Analyze the problem that you have identified and explain why the problem is significant. [Drafted in Modules Four and Eight]
2. Project Implementation: If you implemented your project, describe the implementation. If your project was not implemented, how would you
implement it? As you work on the project each module, the status of the project will be updated in this section. Describe the status of the
implementation to date. [Drafted in Modules Five, Six, and Eight]
3. Project Test Plans and Results: If you implemented and tested your project, describe how yo ...
Week 3: Assignment: Organizational Needs Assessment
Submit Assignment
Due
Mar 21 by 11:59pm
Points
125
Submitting
a file upload
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Due Date(s)
Submit your assignment by 11:59 p.m. MT Sunday at the end of Week 3. The late assignment policy applies to this assignment.
Total points possible: 125
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented
either
as a narrative
or
as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
If you need additional information about concept maps and how to create a concept map in Microsoft Word, please access the following resources.
Link (video):
Microsoft Word: Creating a Flowchart, Concept Map, or Process Map
(4:03)
Link (video):
Concept Mapping for Developing your Research
(3:37)
Review the Graduate Re-Purpose Policy in the Student Handbook, page 15:
Repurposed Work (Chamberlain University Graduate Programs only): Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another Chamberlain University course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instr ...
A Visual Aid for explaining Waterfall vs Agile SDLC MethodologiesNiklas Braese
A visual aid that explains why agile tends to perform better than waterfall, especially in projects that have a lot of variability and unclear or changing requirements.
Test-driven development (TDD) involves writing unit tests before writing application code to satisfy the tests and ensure functionality. Unit tests are automated tests that are independent, fast, and repeatable. TDD promotes code testability, good programming practices like loose coupling and encapsulation. It can be challenging to test components at the "edge" of systems like user interfaces and web services due to dependencies, so mock objects are used to replace unpredictable dependencies and allow isolation in tests. While TDD has advantages, it also has challenges to set up and maintain additional classes needed for mocking.
The document summarizes an 8th grade technology proficiency project conducted by the Morristown Central School District. It describes the development of a three-part proficiency test to assess students' technology skills and determine what percentage met proficiency standards. Results from the multiple choice section showed an average score of 46% correct, below expectations, indicating that the current technology curriculum was not adequately preparing students. The district will look to improve coordination of technology instruction across grades and develop a comprehensive technology curriculum.
The document describes an 8th grade technology proficiency project conducted by the Morristown Central School District. It discusses the formation of a technology committee to develop a proficiency test for 8th grade students. The test consisted of three parts - a 70 question multiple choice section, a business letter activity using word processing skills, and a planet project assessing additional skills. Results found the average score to be 46% and identified gaps in students' technology preparation. The district concluded that technology instruction needs to begin earlier and be better coordinated across grades to improve proficiency.
This document summarizes a final report on a web recommender system project. It outlines the motivation, goals, requirements, design, algorithms, evaluation, results, techniques used, and lessons learned from the project. The project aimed to build a framework for web recommendation that provides basic algorithms and evaluation methods. It designed and implemented three recommendation algorithms and conducted an evaluation with five topics and three algorithms using modified average precision. The evaluation revealed topics strongly influenced results and further analysis of algorithms is needed.
The document discusses the principles and practices of extreme programming (XP), an agile software development methodology. It outlines 12 core practices of XP including planning games, small releases, simple design, testing, pair programming, and continuous integration. Benefits include frequent feedback, adapting to change, and delivering working software early. Challenges involve customer availability and determining appropriate levels of documentation and planning.
The document summarizes three Sakai contrib tools: SMS, Q&A, and Course Evaluations.
SMS allows sending text messages to groups of people from within Sakai. Q&A is a question and answer tool that supports question-driven interaction through web, email, and SMS. Course Evaluations is an online tool for delivering course evaluations and surveys.
It provides overviews and information on finding, using, and deploying each tool, including screenshots and examples. Implementation considerations are discussed, such as privacy, costs, and workflows.
The document summarizes three Sakai contrib tools: SMS, Q&A, and Course Evaluations.
SMS allows sending text messages to groups of people from within Sakai. Q&A is a question and answer tool that supports question-driven interaction through web, email, and SMS. Course Evaluations is an online tool for delivering course evaluations and surveys.
It provides overviews and information on finding, using, and deploying each tool, including screenshots and examples. Implementation considerations are discussed, such as privacy, costs, and workflows.
The document summarizes the results of benchmarking tests performed on the Blackboard Academic Suite to determine system sizing requirements. Key findings include:
- Tests showed a Unicode conversion taking minutes for small datasets, hours for moderate, and under 3 days for large datasets, meeting objectives.
- Regression performance from version 6.3 to 7.X met the objective of no more than a 5% degradation and potential for a 5% improvement.
- Benchmarking of different hardware platforms like Sun, Dell, and Windows showed performance varied based on configuration.
The document discusses how Blackboard sizes its Academic Suite software based on benchmarking. It provides details on the benchmarking methodology, including modeling user behavior, data growth, and performance objectives. The results showed how the software performed under different workload levels on various hardware configurations. The last part discusses using the benchmark results and sizing guide to determine an institution's adoption profile and appropriate hardware configuration based on factors like sessions per hour and page loads.
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8. New Release Process http://confluence.sakaiproject.org/confluence/display/SAM
9. Rationale User experience reviews are critical: New features can cause clutter in UI, confusion, bad user experience New features can clash with existing or planned features and lead to unexpected behavior Stanford only has one designer to tackle the workload, so we need help
10. Requirements for Contributions Clear specs are a must: Rationale for new feature/enhancement Description of expected behavior Documentation of all affected screens Screen shots desirable
18. Record Average Score New Feature: ability to record average score for multiple submissions Redesigned UI for student’s Submitted Assessments list to accommodate displaying average scores Contributed by Rice University
28. Release Scores Only Based on feedback from instructors wanting to show students their scores without allowing them to see questions again (since questions are reused in subsequent tests) Solution is to separate out scores from rest of feedback options
32. Send zero scores to Gradebookfor non-submission records Clash of scoring rules in Tests & Quizzes and Gradebook caused inability to set zero scores for non-submission records for inclusion in course grade calculation Solution is to allow instructors to explicitly enter a zero score for a non-submission record that gets sent to gradebook Patch contributed by Longsight
40. Rich Text Entry for Short Answer/Essay Instructors from several institutions requested a way for students to enter rich text in essay questions for equations, foreign characters, or just general formatting Solution is to present students with the ability to use the FCKeditorin Short Answer/Essay questions. Contributed by Longsight
44. Publish Action Based on feedback that Settings and Publish actions were redundant, both leading to Settings page Solution is to link Publish action to Publish Assessment page where settings are verified and notification added (if desired)
49. Remove Assessment Types Assessment Types often prove to be confusing to instructors, since they may not know what the labels mean and what settings go with them One solution is to remove any trace of assessment types with a sakai property (samigo.showAssessmentTypes=False) Contributed by Longsight
54. Stanford contributions for 2.9 Restyling and rewriting of warning messages Reset selection and warning messages redraw at current question, instead of top of page Reworking automatic submission logic Validation for numeric response questions Count Characters button for Short Answer/Essay questions Render part information and images in Print view
55. Community contributions for 2.9 Redesign of main Assessments page (Longsight) Calculated question type (University of Dayton) Survey – Matrix of Choices question type (Rutgers) Extended Matching Item question type (University of Cape Town)
Since tools is growing more complex and the list of new feature requests is also growing, we need to step back and look at the big picture, decide what will guide our future decisions, how we want to focus our efforts, and how we will sustain the amount of work required to keep this tool going and expanding.
Example of good spec on the confluence page for the new release process
Proposed timeline; since some dates already passed, we can still consider contributions if work is done or nearly done.Adjust timeline (in future releases) if you feel your feature will require more than 4-6 weeks of coding.Best to have design specs before coding, so usability review can make needed changes early in the process.
Prior to 2.8, an assessment exported from Respondus would not import correctly into T&Q.Question types would change. Metadata disappeared.
In 2.8, an assessment exported from Respondus in QTI XML or Zip format will import correctly in T&Q.
Use Import Assessment button in main page.
New in Import page: select between QTI file from Sakai system and QTI file from Respondus
Export from T&Q will not import correctly into Respondus, because format of tags in T&Q doesn’t match Respondus.We do not have plans to do this work. If another institution wants to implement this functionality, we will apply patch.
New average score option appears in Grading section of Settings page, along with Highest Score and Last Score optionsThis option only works with if multiple submissions are allowed. If limited to one submission, a warning message will appear when settings are saved.
New average score option appears in Grading section of Settings page, along with Highest Score and Last Score optionsThis option only works with if multiple submissions are allowed. If limited to one submission, a warning message will appear when settings are saved.
All Submissions page looks the same
Average Submission page (default view in Total Scores) drops a lot of columns that apply to individual submissions:Link to student’s responses, Submit Date column, Adjustment column, Comment column
Average score will be sent to gradebook, if that option is selected.
Submitted Assessments display redesigned to enable students to view average score, while still being able to see scores and feedback for each submission.Previously, each submission record was an independent row in the table.Score type is shown in parenthesis after the score value in the Recorded Score column.
(Previous design of Submitted Assessments list)Submitted Assessments display redesigned to enable students to view average score, while still being able to see scores and feedback for each submission.Previously, each submission record was an independent row in the table.Score type is shown in parenthesis after the score value in the Recorded Score column.
Submitted Assessments list when collapsed to show only recorded scores
Submitted Assessments list for an assessment with no feedback or scores released.
In Feedback section of Settings, releasing scores has been separated from other feedback (questions, responses, etc.), but still considered a feedback component.The Release Scores option has to be combined with an option to release feedback. If ‘No Feedback’ selected, the scores will not display either.Previously, the only way to release scores viewable in the Tests & Quizzes tool was to release feedback that included the questions by default.The other way was to turn off feedback and send the scores to the Gradebook and have students find scores there.
While working on the feedback settings, we took the opportunity to clarify some settings whose meaning has been unclear for users.Delivery Dates – Due Date vs. Retract Date often proved confusing for instructors. There were different interpretations of what retraction means.Late Submission – Clarified this is a ‘one last chance to submit’ after the due date, not allowing students to submit multiple times after due date.
Prior to 2.8, T&Q shows zero score for non-submission records, but sent a null score to Gradebook (displaying as dash) to differentiate students who hadn’t taken assessment from those who really got zero points from taking assessment.In 2.5, Gradebook changed their logic to not include null scores in the calculation of Course Grade.There was no way for instructors to send a zero to the Gradebook, as the T&Q Scores page already said zero and T&Q scores can’t be edited within Gradebook.
Prior to 2.8, T&Q shows zero score for non-submission records, but sent a null score to Gradebook (displaying as dash) to differentiate students who hadn’t taken assessment from those who really got zero points from taking assessment.In 2.5, Gradebook changed their logic to not include null scores in the calculation of Course Grade.There was no way for instructors to send a zero to the Gradebook, as the T&Q Scores page already said zero and T&Q scores can’t be edited within Gradebook.
Now, Adjustment column shows dash.
Instructor can enter zero in that column and click Update to send a zero to the Gradebook.
That zero score will be reflected in the Gradebook.
Although issue has a technical fix, the UI could be more clear to let instructors know they need to enter a zero score.We will be adding an additional patch as part of 2.8 maintenance branch to have dashes appear in Score and Final Score as well for non-submission records.Example from Stanford instance, CourseWork. Tests & Quizzes called Assignments at Stanford
When instructor enters a zero in Adjustment column and updates, the Final Score will change to zero.Score column will stay as dash as reminder there is no actual submission and, therefore, no original score.
The same ‘Show/Hide Rich-Text Editor’ toggle used in assessment authoring now appears in delivery for short answer questions.The reason not to load the editor at first is that loading several editors on the same page (if several short answer questions on a page) would cause slow performance.
FCKeditor can be toggled on and off as long as there is no formatting entered yet.
Once any formatting exists, which includes line breaks, and the data has been saved by navigation buttons or links, the page will always have the editor loaded when revisited.The toggle disappears.
Originally, we did not have a Publish action. Only way to publish was to go to Settings. This was not intuitive enough for users, so we made a Publish action.Publish button was still on Settings page, however, making actions redundant.
Originally, we did not have a Publish action. Only way to publish was to go to Settings. This was not intuitive enough for users, so we made a Publish action.Publish button was still on Settings page, however, making actions redundant.
Originally, we did not have a Publish action. Only way to publish was to go to Settings. This was not intuitive enough for users, so we made a Publish action.Publish button was still on Settings page, however, making actions redundant.
Now, Publish action goes right to Publish Assessment page. Settings are expressed in prose form. Instructors can verify these and continue to publish or edit the settings if changes are needed.
This patch will remove the Assessment Types link (and page) from the top navigation, the assessment type drop-down for creating a new assessment, and the Assessment Type Information section of the Settings page.
This patch will remove the Assessment Types link (and page) from the top navigation, the assessment type drop-down for creating a new assessment, and the Assessment Type Information section of the Settings page.
This slide shows what the Assessment Types page looks like for system admins (members of Administration Workspace).Some things to consider when deciding to enable this property:It is possible to just remove all the pre-defined assessment types (system admins) and that will apply to all sites. This will make the assessment type drop-down disappear from the Create a New Assessment part of main page. System admins will be able to adjust the default selections in Default Assessment Type, which affects all new assessments if type is not used. Easier to make changes than having to edit database. Keeping the Assessment Types page also allows instructors to create their own types, only visible to them.
Survey Matrix – allows rating items against same set of answersEMI – Extended Matching Item, involves a list of items and a set of questions about the list. used for medical education
Confusion about Pending vs. Published assessments, renamed to working copies and published copies, explained what that meansJavascript tabbed display makes greater visual clarity between two functional areas, saves screen real estateCreate an assessment organization also improved
Filters to allow for showing All, Active, Inactive (with explanations)Default sorting has active assessments on top