Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
Information Technology VCE Unit 2 Outcome 3 Outcome: “On completion of this unit the student should be able to demonstrate their ability to work collaboratively and apply the problem-solving methodology to create an ICT solution, taking into account client feedback.” Week beginning: Task Description U2O3 Assessment Task focuses on working collaboratively (in a team) to use information technology to design and create a solution to a client’s information problem. Client feedback will be sought during the design stage and upon creation of the product, an evaluation must take place against the client’s original needs. Evidence of project management skills must be demonstrated. You are required to follow the four stages of the problem solving methodology (PSM) 21/10/2013 Number of Lessons: 6 Case Study: Western District Cricket Association Overview The Western District Cricket Association was founded in 1924 and is the major cricket competition in the Warnnambool region of south-western Victoria. Greg Michael, the president of the association, is concerned that numbers of participants have been decreasing over the last fifteen years and several teams have languished due to their inability to attract players.
Hilary will be your main point of contact for academic matters. Module Leader: Helen Robinson h.robinson@kingston.ac.uk Module Administrator: Rob Challinor r.challinor@kingston.ac.uk. Rob will be your main point of contact for all administration queries. Learning Outcomes On successful completion of the module, you will be able to: * demonstrate a detailed understanding of the scope of each of the major components of the marketing communications mix;. * judge the appropriateness of each of these components, both alone and as part of an integrated solution; * critically evaluate the role and importance of a variety of research techniques and sources in the planning, implementation and evaluation of marketing communication campaigns; * structure a realistic and coherent marketing communications plan based on considered research and evidence.
School of Education and Professional Development In-Service Certificate in Education and PGCE (Lifelong Learning) CURRICULUM AND PROFESSIONAL ISSUES: ASSIGNMENT COVER SHEET Module Code:DMK7230 | Module Credit & Level: | Module Title:CURRICULUM AND PROFFESSIONAL ISSUES | Module Assignment One: CURRICULUM EVALUATION ASSIGNMENT | Your Name:NEAL COULMAN | Your Centre:HULL COLLEGE | | BEFORE handing work in, please check that: | (√) | STATEMENT ON PLAGIARISM AND CONFIDENTIALITYI confirm that I have read the section on plagiarism in the Course Handbook and that the work submitted is my own. All quotations and extracts from other work I have used are properly acknowledged.I confirm that I have obtained appropriate permissions to use any student work or organisational information and that no other individual is identified in my work.Signature of Trainee:Date: 1/01/2012Re submitted 01/04/2014Your module work may be used by the University (in anonymised form) for the purposes of educational research, unless you indicate that you do not wish this to happen.Please tick the box if you AGREE to your work being used in this way. √ | You have filled in your details in the section above | √ | | You have completed all the work specified in the assignment | √ | | You have referred to the assessment criteria for the assignment | √ | | Your work contains evidence of reflection | √ | | Your work is well-presented and accurate | √ | | Referencing has been used correctly and a complete bibliography is included | √ | | You have consulted and complied with the BERA ethical guidelines and other relevant ethical requirements | √ | | Neal Coulman COU05081337 Curriculum Evaluation Assignment 1 Words : 3031 Introduction Curriculum theory is not something that I have much experience of within my limited
NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Learner: Vanessa G. Hesterberg THIS FORM MUST BE COMPLETELY FILLED IN Please Follow These Procedures: If requested by your mentor, use an assignment cover sheet as the first page of the word processor file. The assignment header should include the Learner’s last name, first initial, course code, dash, and assignment number (DoeJXXX0000-1) justified to the left and the page number justified to the right. Keep a Photocopy or Electronic Copy of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so. Academic Integrity: All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the faculty mentor.
You have received a brief from the HR manager asking you to produce a booklet/report for the college's business courses. The booklet should ‘describe the recruitment documentation used in a selected business’ for a specific job role. You must describe the following areas and give examples of documentation: 1. Person specification (Suitably skilled staff) 2. Contracts of employment 3.
The Knowledge and Skills Framework (DOH 2004) is a series of dimensions used to assist and support career progression and personal/professional development (RCN 2013). This assignment will critically analysis two dimensions of the KSF (communication and professional/people development) and link it directly to the authors own personal and professional practice as a newly qualified practitioner. The author will then reflect upon a learning experience as a preceptee in the first person and discuss the implications this event will have on the authors own future practice. Gibbs (1988) model of reflection will be used as a framework on which to structure this assignment, and in order to maintain confidentiality the names of people and place will be change in accordance with the Nursing and Midwifery code of Professional Conduct (2008). Reflection on critical incidents can be seen as an expansion of cognitive learning, aiming to bridge the gap between theory and practice and show the interrelation of skills and knowledge (Jasper et al 2013).
MEMORANDUM TO: Mikko Rysaa, President of Timberjack Corp. FROM: DATE: February, 22th, 2013 SUBJECT: Recommendations for Timberjack Corp.’s software selection process Purpose Timberjack Corp.’s president, Mr. Mikko Rysaa wanted me to critique your company’s software selection process and give some recommendation. My conclusion is your company’s work was done some point well, but still had some weakness that should be improved. This document includes relevant background information, discussion about strengths and weakness for your process and my recommendation for the improvement. Background In the past, your company used different software systems in your two service locations, Atlanta, US and Marsta, Sweden. Recently, you decided to select one new system to run the parts business in both Atlanta and Marsta with several reasons: 1) Marsta met the instability of its exist systems which had led to frequent system failures and then presented unreliable data to users; 2) Atlanta’s exist systems would no longer be supported by HP; 3) integrated system implemented worldwide which compliance with your company’s global software strategy would be beneficial to your company.
Memo Date: August 25, 2013 To: Jamie Granger From: Olivia Okuma Subject: Executive Summary of the Article “Teaching Smart People How to Learn” The Learning Dilemma The following paper is an Executive Summary of the article “Teaching Smart People How to Learn”, by Chris Argyris. The article examines how professionals lack the ability to learn. The issue is more prevalent in successful professionals because they do not know how to deal with failure appropriately, due to limited or no coping skills. When placed in difficult situations, professionals become defensive, therefore blocking the process of learning. Professionals can be taught how to learn, but in order for this change to be successful it needs to start with upper management.
An example of the feedback loop: on our course, the external moderator noticed that one assessment criteria asked for evidence for the role of the note taker and agencies supporting disabled students. However, one student did not produce enough evidence, giving unequal weight to the assessment. In other words, this student was not being stretched enough for a level 3 course. Conversely, there is a danger here that if all learners are passing the criteria that assessments are made to look too easy. Recommendations from the external moderator’s report suggested we changed the way