This document provides an overview of OCR's A Level Media Studies specification. It outlines the key components, forms of assessment, and specified media products to be studied. The course consists of two externally examined components (Media Messages and Evolving Media) and a non-exam assessment (Making Media). Learners will analyze a range of media forms through the theoretical framework of media language, representation, industries, and audiences. Specified products include films, advertisements, magazines, radio, video games, music videos, newspapers/online news, and television drama. The goal is for learners to develop critical understanding and practical skills in both analyzing and constructing media.
Media Studies Specification (year 13 only)Leanne Otti
This document outlines the AS G321: Foundation Portfolio in Media unit, which involves producing a media product in response to a brief. Candidates must complete a preliminary exercise and a main task for one of the following briefs: print, video, audio, or website. They must present research and planning, and evaluate their work using seven required prompts. The evaluation can be presented digitally and creatively. The unit aims to develop candidates' technical and creative skills while having them apply knowledge and understanding through evaluation.
This document provides information about the GCE AS/A Level examinations in Film Studies from 2009. It outlines that the first AS award would be given in Summer 2009 and the first A Level award in Summer 2010. It includes the specification content, assessment objectives, scheme of assessment, and other details about the structure and requirements of the qualification. Students would complete two units at AS Level (Exploring Film Form and British and American Film) and two additional units at A Level (Film Research and Creative Projects, and Varieties of Film Experience). The assessments include internal and external elements involving analysis, research, and creative filmmaking projects.
316666 specification-accredited-a-level-gce-film-studies-h410Leanne Otti
This document provides an overview of the OCR A Level Film Studies specification. It outlines the key components and assessments of the course. Learners take three components: Film History, Critical Approaches to Film, and Making Short Film. Film History and Critical Approaches to Film are examined components, each assessed via a 2-hour exam. Making Short Film is a non-examined assessment where learners produce a short film or screenplay with an evaluation. The specification introduces learners to a wide range of films and requires them to develop knowledge of film concepts and contexts. It also requires the application of critical approaches to film.
How are you using codes and conventions of music video in your production?Leanne Otti
The document provides evaluation criteria for a media production project and discusses conventions of music videos. It lists four questions that must be addressed in the evaluation, including how the media product uses or challenges real media forms and conventions. It also summarizes Andrew Goodwin's analysis of common music video techniques, such as genre characteristics, relationships between lyrics/music and visuals, close ups of artists, and intertextual references. Students are prompted to consider how they have addressed Goodwin's analysis in their own music video and why they made certain creative decisions.
This document provides information about the WJEC GCSE in Media Studies, including:
- An overview of the assessment structure, which includes a 2 hour 15 minute written exam worth 40% and controlled assessments worth 60%
- Details of the topics that can be studied, ensuring coverage of at least one print and one audiovisual medium
- An outline of the media studies framework that structures the course content around media texts, organizations, and audiences
- Sections on scheme of assessment, grade descriptions, controlled assessments, and teaching resources
This document outlines the content and structure of OCR's Advanced Subsidiary and Advanced GCE qualifications in Media Studies.
The AS qualification consists of two units - Unit G321, which involves a coursework portfolio producing a media product from a choice of briefs, and either Unit G322, which examines TV drama concepts, or Unit G323, which examines radio drama concepts.
The A Level qualification consists of the two AS units plus two additional units - Unit G324, which involves a more advanced coursework portfolio combining two or more media, and Unit G325, which examines theoretical evaluation of production skills and a contemporary media issue.
The document provides details on the learning objectives, content covered, assessment
Cheetham elfie level 3 unit 21 - unit recording sheetselfiecheetham
The document provides instructions for completing an assessment form for an audio advertising media unit. It details 5 learning outcomes involving understanding existing advertising campaigns, planning an advertising campaign including audio ads, presenting ideas to a client, and producing an original audio ad. The form assesses the candidate's work, providing comments on each learning outcome and an overall grade of Distinction.
This document summarizes the media studies course offered at Deyes High School. It includes the following key details:
- The course uses the OCR exam board and is split into AS and A2 levels, each with two modules worth 25% of the grade.
- Module 1 covers TV drama and the British film industry. Module 2 is a coursework project creating a music magazine.
- The school achieved good results in the first year of the course, with many students receiving A's, B's and C's.
- Resources include Macs, PCs, cameras and design software. Areas of study include portrayals of social groups in media and the music magazine industry.
Media Studies Specification (year 13 only)Leanne Otti
This document outlines the AS G321: Foundation Portfolio in Media unit, which involves producing a media product in response to a brief. Candidates must complete a preliminary exercise and a main task for one of the following briefs: print, video, audio, or website. They must present research and planning, and evaluate their work using seven required prompts. The evaluation can be presented digitally and creatively. The unit aims to develop candidates' technical and creative skills while having them apply knowledge and understanding through evaluation.
This document provides information about the GCE AS/A Level examinations in Film Studies from 2009. It outlines that the first AS award would be given in Summer 2009 and the first A Level award in Summer 2010. It includes the specification content, assessment objectives, scheme of assessment, and other details about the structure and requirements of the qualification. Students would complete two units at AS Level (Exploring Film Form and British and American Film) and two additional units at A Level (Film Research and Creative Projects, and Varieties of Film Experience). The assessments include internal and external elements involving analysis, research, and creative filmmaking projects.
316666 specification-accredited-a-level-gce-film-studies-h410Leanne Otti
This document provides an overview of the OCR A Level Film Studies specification. It outlines the key components and assessments of the course. Learners take three components: Film History, Critical Approaches to Film, and Making Short Film. Film History and Critical Approaches to Film are examined components, each assessed via a 2-hour exam. Making Short Film is a non-examined assessment where learners produce a short film or screenplay with an evaluation. The specification introduces learners to a wide range of films and requires them to develop knowledge of film concepts and contexts. It also requires the application of critical approaches to film.
How are you using codes and conventions of music video in your production?Leanne Otti
The document provides evaluation criteria for a media production project and discusses conventions of music videos. It lists four questions that must be addressed in the evaluation, including how the media product uses or challenges real media forms and conventions. It also summarizes Andrew Goodwin's analysis of common music video techniques, such as genre characteristics, relationships between lyrics/music and visuals, close ups of artists, and intertextual references. Students are prompted to consider how they have addressed Goodwin's analysis in their own music video and why they made certain creative decisions.
This document provides information about the WJEC GCSE in Media Studies, including:
- An overview of the assessment structure, which includes a 2 hour 15 minute written exam worth 40% and controlled assessments worth 60%
- Details of the topics that can be studied, ensuring coverage of at least one print and one audiovisual medium
- An outline of the media studies framework that structures the course content around media texts, organizations, and audiences
- Sections on scheme of assessment, grade descriptions, controlled assessments, and teaching resources
This document outlines the content and structure of OCR's Advanced Subsidiary and Advanced GCE qualifications in Media Studies.
The AS qualification consists of two units - Unit G321, which involves a coursework portfolio producing a media product from a choice of briefs, and either Unit G322, which examines TV drama concepts, or Unit G323, which examines radio drama concepts.
The A Level qualification consists of the two AS units plus two additional units - Unit G324, which involves a more advanced coursework portfolio combining two or more media, and Unit G325, which examines theoretical evaluation of production skills and a contemporary media issue.
The document provides details on the learning objectives, content covered, assessment
Cheetham elfie level 3 unit 21 - unit recording sheetselfiecheetham
The document provides instructions for completing an assessment form for an audio advertising media unit. It details 5 learning outcomes involving understanding existing advertising campaigns, planning an advertising campaign including audio ads, presenting ideas to a client, and producing an original audio ad. The form assesses the candidate's work, providing comments on each learning outcome and an overall grade of Distinction.
This document summarizes the media studies course offered at Deyes High School. It includes the following key details:
- The course uses the OCR exam board and is split into AS and A2 levels, each with two modules worth 25% of the grade.
- Module 1 covers TV drama and the British film industry. Module 2 is a coursework project creating a music magazine.
- The school achieved good results in the first year of the course, with many students receiving A's, B's and C's.
- Resources include Macs, PCs, cameras and design software. Areas of study include portrayals of social groups in media and the music magazine industry.
Unit 7 understanding_the_creative_media_sectornigelcollege
This unit aims to give learners an understanding of the creative media sector, including its industries and ownership structures, legal and regulatory issues, and employment opportunities. Learners will develop knowledge of the diverse media organizations that operate locally, nationally, and globally. They will also gain essential understanding of the various job roles in the sector and how to develop skills for employment through training and experience. The unit enables learners to understand their professional roles and responsibilities within legal and ethical constraints.
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
The document summarizes a learner's pitch of a documentary idea to a panel. The pitch was required to include the name and logo, the aim of the show, key points and research, the target audience and why the show meets their needs. It also needed to consider the style, theme, tone and technology of the pitch. The activity was assessed based on appropriately proposing an idea, using presentation technology, and employing effective communication. The witness agreed the learner met presenting a proposal, using technology, and employing appropriate forms of address.
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
This document outlines the structure and requirements of an examination for a media studies course. The exam is two hours and consists of two sections. Section A requires students to answer two compulsory questions about their own media production work, evaluating their skills development and analyzing one production in relation to a theoretical concept. Section B involves answering one question from a choice of topics on contemporary media issues. The document provides details on the specific questions and concepts that may be covered in the exam.
Georgia Revel-Turyey completed a BTEC Level 2 in Creative Media Production. For the core units, she received distinctions for her research on existing media products and techniques, gathering material for her own media production, and presenting her research results. She received merits for communicating techniques in creative media and understanding how the creative media sector is structured including job roles. Georgia demonstrated an understanding of how media industries identify audiences, construct products for specific audiences, and how audiences can respond earning distinctions. Overall, she performed well, receiving distinctions for three units and merits for two others.
This document provides a programme specification for the FdA Media Production programme delivered in partnership between Bridgwater College and Plymouth University. It outlines key details about the programme, including its aims, intended learning outcomes, structure, teaching and assessment methods. The programme will enable students to explore technical and practical media production skills across a range of media, with input from industry professionals. It is designed to prepare students for employment in the media industry or further study at bachelor's level.
G325 exam section a – coursework questionsWayne O'Brien
The document outlines the questions that will be asked in Section A of the G325 exam for media coursework. Question 1(a) asks students to describe and evaluate their skills development over their portfolio projects, focusing on one or two specific production practices such as digital technology or post-production. Question 1(b) requires students to select one of their media productions and evaluate how it relates to concepts like genre, narrative, or audience. The exam will test students on either their AS or A2 portfolio work.
Higher Education Achievement Report (HEAR) | 201126379 Carlos Nolasco
This document is a Higher Education Achievement Report (HEAR) from the University of Liverpool for Carlos Manuel Nolasco Mayagoitia. It provides information about Carlos' Master of Science degree in Engineering, including details of the modules and grades completed between 2015-2016. The HEAR acts as a supplement to verify Carlos' qualification for further study or professional career opportunities. It also includes contextual information about the University of Liverpool and the UK higher education system.
This document provides information on a unit related to film studies, including the aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
The document provides information about the course requirements and deadlines for A2 Media Studies units on controlled assessment and exams. For the controlled assessment unit, students must create a media portfolio including a music promotion video and two additional pieces. They will be assessed on technical and creative skills, application of knowledge, research skills, and evaluation of their work. The exam unit consists of two sections - theoretical evaluation of a student's own work, and answering questions on contemporary media issues. Key deadlines are provided for portfolio elements and the external exam. Useful websites are also listed relating to media studies, production tools, and relevant magazines.
The document outlines the qualities of an accredited academic program, including that it must:
1) Achieve defined program objectives and outcomes that meet stakeholder requirements.
2) Have a curriculum that facilitates achieving objectives and outcomes through a mix of theory and labs, industry involvement, and identifying curriculum gaps.
3) Have strong student performance in success rates, placements, and professional activities.
This document provides an evidence appendix for Btec Level 2 Creative Media Production units completed by Curtis, Lily. It includes the grading criteria and evidence found for each unit. Overall, Lily achieved Distinction grades for Units 1, 2, and 4, a Merit grade for Unit 3, and Distinction grades for the core units of research for creative media production and communication techniques for creative media production. The evidence presented includes research on advertising types and techniques, 12 stages of film production, chosen photographers, job roles in television, and audience research for media sectors and products.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides an overview of the OCR A Level in Computer Science specification. It outlines the three components that make up the qualification:
1. Computer systems, assessed via a 2.5 hour written exam worth 40% of the A Level. This component covers topics like computer architecture, networking, and security.
2. Algorithms and programming, also assessed via a 2.5 hour written exam worth 40% of the A Level. This component focuses on algorithms, programming, and problem solving.
3. Programming project, assessed via a non-exam assessment worth 20% of the A Level. Learners complete an individual programming project to demonstrate their skills.
The specification aims to develop learn
Unit 7 understanding_the_creative_media_sectornigelcollege
This unit aims to give learners an understanding of the creative media sector, including its industries and ownership structures, legal and regulatory issues, and employment opportunities. Learners will develop knowledge of the diverse media organizations that operate locally, nationally, and globally. They will also gain essential understanding of the various job roles in the sector and how to develop skills for employment through training and experience. The unit enables learners to understand their professional roles and responsibilities within legal and ethical constraints.
This document provides an overview of the AS Media Studies course for the upcoming year. It outlines the two units that will be studied - G321 Foundation Portfolio in Media and G322 Key Media Concepts in TV Drama. For G321, students will produce two media artifacts in response to briefs and evaluate their work. For G322, students will analyze an unseen TV extract and complete a case study on the music industry. The document details the assessment methods, timelines, expectations and resources to support students in successfully completing the course.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
This document is a course handbook for a Media Studies AS Level course. It outlines the two units that will be studied over the year. Unit 1 is a coursework portfolio where students will produce media pieces in response to briefs and evaluate their work. Unit 2 is an exam covering analyzing a TV drama extract and studying the music industry. The handbook provides details on assignments, deadlines, expectations and assessment criteria to guide students through the course.
The document summarizes a learner's pitch of a documentary idea to a panel. The pitch was required to include the name and logo, the aim of the show, key points and research, the target audience and why the show meets their needs. It also needed to consider the style, theme, tone and technology of the pitch. The activity was assessed based on appropriately proposing an idea, using presentation technology, and employing effective communication. The witness agreed the learner met presenting a proposal, using technology, and employing appropriate forms of address.
The document outlines the expectations and structure of an exam. Section A will include two compulsory questions - a 1a question requiring candidates to evaluate their skills development on specific production practices and a 1b question requiring candidates to evaluate one of their productions in relation to a media concept. The 1a question focuses on skills while the 1b question applies a concept like genre or narrative. Candidates should understand these expectations and prepare responses for a 1a style question evaluating their skills development.
Btec creative media production introductionJaskirt Boora
This document provides information about the BTEC Creative Media Production Certificate course, which is equivalent to 1 AS level. The course involves 4 units covering pre-production techniques, communication skills, page layout and design, and photography. Students will learn print-based media skills like magazine design, DSLR photography, and journalistic communication. Examples of print media, student work, and costs are also outlined. Potential future pathways mentioned include journalism, creative media production, and graphics.
This document outlines the structure and requirements of an examination for a media studies course. The exam is two hours and consists of two sections. Section A requires students to answer two compulsory questions about their own media production work, evaluating their skills development and analyzing one production in relation to a theoretical concept. Section B involves answering one question from a choice of topics on contemporary media issues. The document provides details on the specific questions and concepts that may be covered in the exam.
Georgia Revel-Turyey completed a BTEC Level 2 in Creative Media Production. For the core units, she received distinctions for her research on existing media products and techniques, gathering material for her own media production, and presenting her research results. She received merits for communicating techniques in creative media and understanding how the creative media sector is structured including job roles. Georgia demonstrated an understanding of how media industries identify audiences, construct products for specific audiences, and how audiences can respond earning distinctions. Overall, she performed well, receiving distinctions for three units and merits for two others.
This document provides a programme specification for the FdA Media Production programme delivered in partnership between Bridgwater College and Plymouth University. It outlines key details about the programme, including its aims, intended learning outcomes, structure, teaching and assessment methods. The programme will enable students to explore technical and practical media production skills across a range of media, with input from industry professionals. It is designed to prepare students for employment in the media industry or further study at bachelor's level.
G325 exam section a – coursework questionsWayne O'Brien
The document outlines the questions that will be asked in Section A of the G325 exam for media coursework. Question 1(a) asks students to describe and evaluate their skills development over their portfolio projects, focusing on one or two specific production practices such as digital technology or post-production. Question 1(b) requires students to select one of their media productions and evaluate how it relates to concepts like genre, narrative, or audience. The exam will test students on either their AS or A2 portfolio work.
Higher Education Achievement Report (HEAR) | 201126379 Carlos Nolasco
This document is a Higher Education Achievement Report (HEAR) from the University of Liverpool for Carlos Manuel Nolasco Mayagoitia. It provides information about Carlos' Master of Science degree in Engineering, including details of the modules and grades completed between 2015-2016. The HEAR acts as a supplement to verify Carlos' qualification for further study or professional career opportunities. It also includes contextual information about the University of Liverpool and the UK higher education system.
This document provides information on a unit related to film studies, including the aims, introduction, learning outcomes, assessment criteria, unit content, and guidance for tutors. The unit aims to develop learners' understanding of how films are created for audiences and make meaning through exploring industry practices and theoretical approaches. Learners will analyze films using different theories and understand the relationships between films, their production contexts, producers and audiences.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
The document provides information about the course requirements and deadlines for A2 Media Studies units on controlled assessment and exams. For the controlled assessment unit, students must create a media portfolio including a music promotion video and two additional pieces. They will be assessed on technical and creative skills, application of knowledge, research skills, and evaluation of their work. The exam unit consists of two sections - theoretical evaluation of a student's own work, and answering questions on contemporary media issues. Key deadlines are provided for portfolio elements and the external exam. Useful websites are also listed relating to media studies, production tools, and relevant magazines.
The document outlines the qualities of an accredited academic program, including that it must:
1) Achieve defined program objectives and outcomes that meet stakeholder requirements.
2) Have a curriculum that facilitates achieving objectives and outcomes through a mix of theory and labs, industry involvement, and identifying curriculum gaps.
3) Have strong student performance in success rates, placements, and professional activities.
This document provides an evidence appendix for Btec Level 2 Creative Media Production units completed by Curtis, Lily. It includes the grading criteria and evidence found for each unit. Overall, Lily achieved Distinction grades for Units 1, 2, and 4, a Merit grade for Unit 3, and Distinction grades for the core units of research for creative media production and communication techniques for creative media production. The evidence presented includes research on advertising types and techniques, 12 stages of film production, chosen photographers, job roles in television, and audience research for media sectors and products.
This document provides the specification for AQA's A-Level Media Studies course. It outlines the subject content, assessments, and administration of the course. Key points include:
- The course focuses on close study of media products and the contexts of media through four areas - media language, representation, industries, and audiences.
- Students will complete two written exams and a non-exam assessment creating a cross-media production.
- Exams assess knowledge of unseen media and require analysis and extended responses. The non-exam assessment is coursework.
- Detailed content is provided on theoretical frameworks for studying media language, representation, industries, and audiences. Close study products are also specified for in-depth
This document provides an overview and expectations for an A-Level Media Studies course. It includes:
- Key contact details and the course blog address.
- 10 expectations for student participation and performance in the course.
- An outline of the three assessment objectives focusing on media knowledge, analysis, and creation.
- An overview of the three exam components, including focus areas, question types, and assessments.
- Details on the non-exam assessment coursework component involving an individual cross-media production.
- Key concepts that underpin the course, including media language, representation, industries, and audiences.
This document provides an overview of the OCR A Level in Computer Science specification. It outlines the three components that make up the qualification:
1. Computer systems, assessed via a 2.5 hour written exam worth 40% of the A Level. This component covers topics like computer architecture, networking, and security.
2. Algorithms and programming, also assessed via a 2.5 hour written exam worth 40% of the A Level. This component focuses on algorithms, programming, and problem solving.
3. Programming project, assessed via a non-exam assessment worth 20% of the A Level. Learners complete an individual programming project to demonstrate their skills.
The specification aims to develop learn
The document outlines the assessment plan for the Department of Mass Communications at Jackson State University to meet ACEJMC Accreditation Standard 9 regarding the assessment of student learning outcomes. It details both direct and indirect measures that will be used, including portfolio assessment, pre- and post-tests, surveys of alumni and graduating seniors, and reviews of student achievement data. The results will be used to improve the curriculum, instruction, and student learning in the department.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
In this workshop, I will go over NAMLE’s Core Principles, the Key Questions, and review strategies for simple ways to incorporate Media literacy into the curriculum. We will spend time decoding media messages and reviewing inquiry based learning methods. The goal would be for every workshop attendee to leave with a clear understanding on how to easily incorporate key media literacy concepts into their every day classroom work. It would be a lively, interactive workshop using current media examples to engage the audience. It would be appropriate for any teacher no matter what grade they teach.
This document provides the specification for the Pearson Edexcel Level 3 Advanced GCE in Art and Design. The qualification consists of two components:
1. Personal Investigation (60%): An internally-set, teacher-assessed component requiring students to produce a portfolio of development work and outcomes based on personal themes, along with a 1000-word personal study on contextual research.
2. Externally Set Assignment (40%): An externally-set, teacher-assessed component where students create preparatory studies in response to an external theme, followed by final outcomes produced in a 15-hour supervised session.
Both components assess students across four assessment objectives and are marked using common assessment grids. The specification provides
This document provides information about the Marketing Public Relations course for the Fall 2015 quarter. It will be taught by Professor Clarke Caywood on Tuesdays from noon to 2:50pm at Medill School of Journalism. The course will cover strategic and tactical public relations techniques and how they can integrate with and support marketing objectives. Students will gain experience applying these skills through working with a real client. They will be evaluated based on class participation, exercises, software training, team presentations, and a final integrated marketing public relations plan for the client.
2017-08-30 EARLI MOOQ Interactive Workshop Presentation StrackeChristian M. Stracke
1. The document discusses quality frameworks for open education and MOOCs, including the MOOQ framework which provides quality indicators for designing and comparing MOOCs.
2. It emphasizes that quality is important for learning and proposes strategies like IDEAL and standards like ISO/IEC 19796-1 to help improve quality in open education.
3. Communities like ICORE and initiatives like Open Discovery Space are working to advance open education practices and improve learning quality through open collaboration.
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
This document outlines the syllabus for a 2-week course on new media. The course aims to introduce students to concepts like convergence, web 2.0, and social media, and examine their impact on journalism, marketing, and communication. It will consist of daily 3-hour lectures and assignments, including analyzing readings, participating in discussions, working in teams on projects, and presenting work. Students will be assessed based on a reading commentary assignment, team project, and class participation.
A mass communication course is a program of study that focuses on the various methods and technologies used to communicate information and ideas to large audiences through mass media. This can include topics such as journalism, public relations, advertising, television and radio broadcasting, film and video production, and social media.
Students who enroll in a mass communication course may be interested in pursuing careers in the media industry or related fields. These courses are often offered at the undergraduate and graduate levels and can be found at colleges and universities around the world.
The document provides tips for developing a strong proposal for the Marie Sklodowska-Curie Actions (MSCA) Individual Fellowships call in 2017. It outlines the three evaluation criteria of Excellence, Impact, and Implementation. For each criterion, it describes the key aspects evaluators will assess and provides guidance on how to address these aspects effectively in a proposal. Applicants are advised to thoroughly review the call documentation, use the official proposal template, ask for support from their institution, and allow sufficient time for proposal preparation.
This course gives training to the students in both technical skills and critical analysis of the media spectrum. It is a postgraduate course of four semesters in two years duration. The course includes the study of mass media such as newspapers, magazines, cinema films, radio, television etc. in order to convey information to the audience.
The document provides information for students taking final exams in June 2021, noting there are changes to qualifications and instructing students to refer to a separate document detailing those changes. It also contains standard information about OCR qualifications and accreditation.
This document contains Buzzword's academic and personal details in support of their UCAS application. It outlines their educational history including GCSE and A Level grades as well as their current study of a Level 3 Diploma in Creative Media Production and Technology. Buzzword expresses their interest in further studying Media at university and eventually working in the media industry.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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
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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
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Website: https://pecb.com/
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.