E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based
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foundation for pretotyping. For an entertaining and rapidly-digestible primer on the method, I commend his excellent book Pretotype It1. I owe Alberto - and his many collaborators at Google, where pretotyping abounds - a profound debt, and I heartily acknowledge his prior art. This book is based upon the Pretotyping@Work workshop materials I developed with Alberto that makes pretotyping a teachable, repeatable method. As the book is intended to be readable by those new to pretotyping, there will
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Industrial Technologies Program Steam Digest A compendium of articles from 2003 on the technical and financial benefits of steam efficiency, presented by stakeholders in the U.S. Department of Energy’s BestPractices Steam efforts Volume IV Compiled for the Industrial Technologies Program By the Alliance to Save Energy Acknowledgements The Steam Digest: Volume IV is the fourth annual compilation of articles dedicated to steam system efficiency. The U.S. Department of Energy’s
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RULES AND REGULATIONS OF M.B.A. PROGRAMME – 2010 The Master of Business Administration (M.B.A.) is a Post-Graduate course offered as: I. II. Two-year i.e., four semester Full time Day programme Three year, i.e., six semester Part-time programme offered to Working Executives and employees. 1. ELIGIBILITY CONDITIONS 1.1 M.B.A. (Day) Candidate seeking admission into Full Time M.B.A. (Day) programme must be: 1. Bachelor degree holder of Osmania University or a degree recognized by the university
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analysis. This guide provides an overview of the case method. It begins with a discussion of the role that cases play in the teaching/learning process. This is followed by a series of guidelines for case analysis. After carefully reading this material, you should be prepared to tackle your first case analysis. Even if you have had previous experience with cases, this guide will provide a useful review. Why Cases? • The case method differs substantially from other teaching/learning approaches
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|[pic] |Course Syllabus | | |School of Business | | |HRM/531 | |
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ACC00146 Management Accounting Unit Information Guide Session 1 2012 © 2012 Southern Cross University Southern Cross University Military Road East Lismore NSW 2480 No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Copyright material indicated in this work has been copied under Part VB of the Copyright Act 1968
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Guide to Writing MBA-Level Resumes Table of Contents I. Introduction Purpose of this Guide Purpose of a Resume II. Before You Begin Writing Self-Assessment Accomplishment Statements PAR Formula Tips for Writing Powerful Accomplishment Statements III. The BU Resume Format Technical Specifications Content Guidelines Contact Information Education Guidelines for including GMAT and GPA Experience Additional Resume Sections Information NOT to Include on Your Resume Editing Your Resume Other Resume
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Release 2.2 Abstract This document contains the full Project Plan surrounding the event “Southern Ontario Construction Conference”. The purpose of the Project Management Plan is to define the high level processes and methods that will be used for project execution. Table of Contents 2.0 Statement of Purpose V 3.0 Executive Summary V 3.1 Overview of the Organization V 3.2 Current Situation and Problem/Opportunity Statement V 3.3 Project Objectives VI 4.0 Project
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Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of
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