... |Course Design Guide | | |College of Humanities | | |GEN/105 Version 9 | | |Skills for Learning in an Information Age | Copyright © 2011, 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today’s society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are...
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... | | |Skills for Learning in an Information Age | Copyright © 2012, 2011, 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today’s society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carter, C., Bishop, J., & Kravits, S. L. (2011)....
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...GEN 105 Course Calendar |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |Sunday | |Week 1 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |1/20/14 13 |1/21/14 |1/22/14 |1/23/14 |1/24/14 |1/25/14 |1/26/14 | |GEN 105 |Post Bio |DQ 1 | |DQ 2 | | |Distance Learning Vocabulary and Course Forums | |Week 2 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |1/27/14 |1/28/14 |1/29/14 |1/30/14 |1/31/14 |2/1/14 |2/2/14 | |GEN 105 | |DQ 1 | |DQ 2 |Learning Preference | |Learning Styles and Competencies | |Week 3 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |2/3/14 |2/4/14 |2/5/14 |2/6/14 |2/7/14 |2/8/14 |2/9/14 | |GEN 105 | |DQ 1 | |DQ 2 |Analyzing Internet Sources | |Communicating for Distance Education | |Week 4 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |2/10/14 |2/11/14 |2/12/14 |2/13/14 |2/14/14 |2/15/14 |2/16/14 | |GEN 105 | |DQ 1 | |DQ 2 |Career Plan: Work Culture Preference | |University Library Research | |Week 5 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |2/17/14 |2/18/14 |2/19/14 |2/20/14 |2/21/14 |2/22/14 |2/23/14 | |GEN 105 | |DQ 1 | |DQ 2 |Detecting Plagiarism | |Academic Honesty Articles Worksheet | |Week 6 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |2/24/14 |2/25/14 |2/26/14 |2/27/14 |2/28/14 |3/1/14 |3/2/14 | |GEN 105 | |DQ 1 | |DQ 2 | | |Career Plan: Reasoning Abilities and Timeline | |Week 7 |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 7 | | |3/3/14 |3/4/14 |3/5/14 |3/6/14 |3/7/14 |3/8/14 |3/9/14 | |GEN 105...
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...as its basis not only reading and its strategic competences but the learning of language structures that might contribute to an efficient reading process. On digital distance learning, the instrumental approach to ESP is yet predominant which can be explained by the novelty of the modality in the country in the sense that time to adjust to the possibilities virtual learning environments provide us with is still required. That is the context of our teaching for the Instituto Federal de Educação Ciência e Tecnologia Educação in their distance learning program. Our paper aims at discussing the relevance of reading and reading strategies according to students’ own opinions and the theoretical considerations of KLEIMAN (2013), SOLÉ (1998) on reading as a process; JUNIOR (1999), LEFFA (1996), CHAVES (2006), on ESP and reading. Keywords: distance learning; English language; reading strategies. ESP: history, features and Brazil Learning English as a second or foreign language has become a world-wide necessity. Whether living in a country that speaks English as their official language such as The Unites States or India, or that uses it for international communication such as Brazil or Japan, if academic or professional development is under consideration, so will be speaking and communicating in English. This need however can be made more specific in the sense that learners might not be interested in learning English...
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...What To Expect From This Class This class is delivered entirely online. That means that everything for the class (course content, course discussions, assignments, links, images, PPTS, study guides, pre-tests and exams) will be completed online. Each week is presented in its own learning module. Course Requirements Weekly Learning Modules will contain the following items: Reading Assignments and Lessons: A Chapter or chapters that are connected by period, culture or style of art. Each contains a summary of the chapter, key concepts, a list of images you should be able to identify and a PPT presentation of for each chapter again with images, key concepts, links, questions and important information within the note area. This will change once the lectures can be recorded. You should use these guides to help you focus your reading and note taking. You will be tested on this material as well as from the textbook and any extra videos or reading assignments given for each chapter. Note that artworks are influenced by the time and place in which they were created. Even though chapters might separate geographical areas, there were connections through travel and trade. There is a definite thread that connects art through time and through cultures. A Discussion Forum and /or Journal Entry: These will sometimes involve you having to answer questions compare images, watch a video, or visit a web site before completing the discussion or journal entry. For each discussion, you...
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...TechnologyDepartment of Information Technology ISSC641: Telecommunications and Network Security 3 Credit Hours8 Week CoursePrerequisite(s): None | Table of Contents | Instructor Information | Evaluation Procedures | Course Description | Grading Scale | Course Objectives | Course Outline | Course Delivery Method | Policies | Course Materials | Academic Services | Selected Bibliography | Instructor Information | Instructor: Dr. Elliott S. Lynn (Bio) Email: Elliott.lynn@mycampus.apus.edu Phone: 732.300.5569 Office Hours: By Appointment Only TOC Course Description (Catalog) | Telecommunications networks are a critical component of the global economic and social infrastructures. Securing critical infrastructure is an established priority within Information Security Management. This course examines the field of secure telecommunications networks, including emerging threats, system vulnerability, network evolution, and network defense mechanisms. [3 Semester Hours] TOC Course Objectives | A successful student will fulfill the following learning objectives: * Examine the principles of network security and cellular architecture. * Evaluate emerging threats and system vulnerability. * Assess vulnerabilities in telephony, short messaging...
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...Week one Why I chose the course The role of the computer/web in my life Week one on the course Get with the real-time and stop lagging I chose the Computers and Languages module because I am not as skilled or knowledgeable in computers as I would like to be. Most people know or have a “computer geek” in their group who they turn to when they don’t understand what their computer is doing or need technology related advice. I have a friend like this. Admittedly, when he talks in “compuspeak”[1] I am a little bit clueless. Recently, this frequent ‘turning’ to my friend has got me a little dizzy. When concerning my studies and efficiency, computers and technology seem to occupy centre stage. I have therefore often wished that I was a bit more clued up, I guess this where Computers and Languages comes in! ( Yeah, you can do that on the computer too, and that, and that... As a Comparative Literature student, I considered myself more of the “creative” type, with an interest in literature/creative writing, art, film and the like. However I realise now that the computer can be used as a creative resource. In exploring possible career options, I came across many ‘creative’ roles which involved video editing, online researching, online reviewing, social networking, blogging and editing and maintaining websites. Whilst I know that this course won’t turn me into a complete “computer geek” It will help me develop the valuable skills I need to enter the ‘creative’ roles I am interested...
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... | |8 Week Course | |Prerequisite(s) :None | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies | |Course Delivery Method |Academic Services | |Resources |E-Book Links | |Instructor Information | Instructor: Naeem Musa, CISSP, CISM, PMP, CIPP/G, IAM (Biography) Email: naeem.musa@mycampus.apus.edu Office hours: By appointment Table of Contents |Course Description (Catalog) ...
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... | |8 Week Course | |Prerequisite(s) :None | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies | |Course Delivery Method |Academic Services | |Resources |E-Book Links | |Instructor Information | Instructor: Brian Burnett A.C.E EnCE M.S. Email: brian.burnett@mycampus.apus.edu Phone: 336-392-4591 Office hours: By appointment Table of Contents |Course Description (Catalog) ...
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...Literacies Learners in Scotland A overview of the E-learning Support Project August 2007 – March 2008 Scottish Government Peter Lanigan Development Co-ordinator Learning Connections [pic] Background to the Project During the period 2004 to 2007, funding was provided by Learning Connections for some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote and encourage the use of e-learning in literacies provision. We were particularly...
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...30234 | June 23-July 23 | Fully Online Professor Becky Floyd Email: bfloyd@cypresscollege.edu Facebook: https://www.facebook.com/ groups/ProfFloyd/ Course Description Office Hours I don’t have official office hours during summer. Join the Facebook group right away. Feel free to message me through Facebook or email me any time. I will get back to you as soon as I can. Blackboard We will be using Blackboard for this class: cypresscollege.blackboard.com Log in with your student ID (include the @) and your myGateway (or existing Blackboard) password. You need to use a newer computer with up to date software. For more info: cypresscollege.edu/academics/ distanceeducation Do NOT use Internet Explorer or mobile devices (especially to take tests!). Computers are available on campus, many in the L/LRC: ccllrc.info/ or call 714-484-7193 Advisory: Eligibility for ENGL 100 C.! UC/CSU, AA GE, CSU GE, IGETC! This course introduces the concepts, methods of inquiry, and scientific explanations for biological evolution and their application to the human species. Issues and topics will include, but are not limited to, genetics, evolutionary theory, human variation and biocultural adaptations, comparative primate anatomy and behavior, and the fossil evidence for human evolution. The scientific method serves as foundation of the course.! Duplicate credit not granted for ANTH 101HC or ANTH 201 C.! B. Floyd 30234 http://www.westminster.ac.uk 1 ANTH 101 OL Cypress College ...
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...CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in the Age of 'Just...
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...teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology. [pic] Schools of Language Teaching Methodology Within methodology a distinction...
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...ENG2602/101/3/2015 Tutorial letter 101/3/2015 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes .....................................................................................................................................4 3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5 3.1 Lecturer(s) .................................................................................................................................... 5 3.2 Department ................................................................................................................................... 6 3.3 University ...................................................................................................................................... 6 4 MODULE-RELATED RESOURCES ..................
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...Enhancing EFL College Students' Speed Reading and Content Comprehension of Computerized Texts Osama Hassanein Sayed, PhD Community College in Bisha, King Khalid University, KSA, Faculty of Education in the New Valley, Assiut University, Egypt (2009) Paper puplished in CDELT Occasional Papers, Vol. 50, August, 2009. Abstract This study attempted to investigate the effect of training EFL college students in reading computerized texts on their reading speed and content comprehension. The study had a pre-post control group design. Thirty EFL students at the community college in Bisha, king Khalid university, Saudi Arabia, participated in this study. An online speed reading test was used to measure students' speed reading rate and content comprehension. Experimentation lasted eight weeks; three 50-minute sessions per week. A “t” test for small samples was used to analyze the difference between means of scores of the study subjects in the pre-post-measurements. Findings revealed a significant improvement in the experimental group students' speed reading rates and their reading comprehension of computerized texts. Introduction: With the explosion of information we live in nowadays, with the growing emphasis and on the importance concepts of information as and communication with such globalization,informatization, and intercultural communication, strong reading skills, as Kasper (2003) states, are essential not only for students' academic success, but also for their social...
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