In the first instance you should contact the Student Support Team (SST) in the Student Office for advice. However any extension will need to be formally agreed by your Module Leader who will liaise with the SST to confirm and agree a new hand in date. Your work will then be marked without penalty. Introduction Advanced Human-Computer Interaction (AHCI) is a Level 6 module typically studied as an option during the final year of degrees in the Information Systems and Computing/Software Engineering fields. The module builds on students' understanding of user interface aspects of the systems development process, which must have been gained either in the Level 5 Module CI2220 Systems Analysis and Design 2 or its equivalent.
Class Discussion After reviewing the information relate to student expectations in this course, participate in the class discussion. This discussion focuses on what is expected of you as a student. Please respond to all of the following prompts in the class discussion section of your online course by typing in the question and then answering it using several sentences: 1. Discuss two of the student expectations or concepts from the reading and tell how they will help you be successful in completing this course. One of the student expectations or concepts for the reading that I think would be successful for myself in this course is that in order to do well in my classes are that I have to have access to the internet, and the second
By taking this course and knowing the following the Principles and Standards I will now be able to take what I’ve learned from this class and put it to use. I hope to offer this to my feature student and possible collages to use and follow these concept and principals in their following classes as
This assessment tool provides essential information for the assessment of the following unit, through either classroom/online/or recognition of prior learning. At the conclusion of this document a template is provided for self-assessment against the elements of competency. |Student name: | | |Assessor name: | | |Unit/s of competency: |BSBHRM506A Manage recruitment selection and induction processes | |Workplace:
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Bring two copies of the essay with you to class and post a copy to the page of the course Blackboard site. ● HW7 -- Two parts. Part 1, Create a bullet list of the following from a journal article you found: key words, key phrases, key ideas Part 2, Create a properly formatted works cited page entry for the article. SATURDAY, 03/16 ● Quiz 7 9 FRI 03/22 ● RW – “Supporting a thesis,” p.460-64 ● BB – AB Chapter 8, "Writing the Exploratory Essay" ● BB – Exploratory Essay Assignment ● Discuss the Exploratory Essay ● Workshop discussion points for Exploratory Essay assignment ● Peer Review 3 ● HW8 – Create and evaluative bibliography entry for the HW7 journal article SATURDAY, 03/23 ● Quiz 8 10 FRI 03/29 NO CLASS SPRING BREAK 29 MARCH – 7 APRIL 2013 11 FRI 04/05
5 Program design a. Inputs (raw materials or resources, see pp.145-146) The items listed in the budget area (#8) b. Throughputs (procedures to carry out program; transform inputs into outputs & outcomes) so list the results of the program i. Service definition: clear statement of services (the “why”) To make students college bound. ii. Service tasks: activities to be performed (the “what”) One on one turtoring, computer programs, fundrasiors, team interactions with teachers and parents, plus peers iii. Methods of intervention: forms of the service(s) (the “how”) 1.
(people, objects, situations) Your analysis must include some of the bio-psycho-social factors discussed this semester in class and in the assigned readings. These factors may include social support, personality factors, physiological mediators, coping strategies, and socio-cultural factors. Support your evidence with citations from our readings. 6. Each student will post a presentation to the class discussion board and answer questions posed by peers.
Instructions for Students: AT1: Develop customer service plan Submission details The Assessment Task is due on the date specified by your assessor. Your Trainer/Assessor may allow reasonable adjustment to the assessment task for participants with special learning needs (such as a disability or learning difficulty). Submit this document with any required evidence attached. See Procedure (Steps) below for details. Performance objective The student will demonstrate the ability to plan to meet customer requirements through the development of a customer service plan.
V. Course Requirements and Assignments A. Candidate-led discussions, lectures, article/text readings, case studies, and self-directed research delivered through Blackboard learning environment. B. Course Requirements Checklist After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week