[pic] [pic] |Assessment type |Hand in date |Percentage of Marks |Assessment description | |Formative assessment |27 March 2015 |0% |Assignment Plan | |Summative assessment |11 May 2015 |10% |Group Presentation | |Summative assessment |25 May 2015 |30%
Words: 4793 - Pages: 20
Unit Outline | Supply Chain Management| MKTG3308| | | Semester 1Crawley| | Sharon Purchase| Business School www.business.uwa.edu.au Insert document version showing unit code/location/your initials/date, eg Statistics 160 on-campus, prepared by Jane Smith on Sep-21 would become 530160/Crawley/JS/20.11.08.| | All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the
Words: 4639 - Pages: 19
prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed
Words: 5641 - Pages: 23
into five parts, or stages. Each stage is to be completed and submitted via the Assignment Folder according to the Course Schedule. The stages build upon each other and consist of the following assignments: (Only do stage 1 to 3) Text Book- (Systems Analysis and Design 10th edition by Harry J. Resenblatt. 2014. Shelly Cashman Series. Course Technology) Stage 1: Using the case provided, develop a Requirements Document that provides a high-level description of the current information system and
Words: 5201 - Pages: 21
International Journal of Information and Education Technology, Vol. 5, No. 6, June 2015 Towards a Model of Engaging Online Students: Lessons from MOOCs and Four Policy Documents Khe Foon Hew Abstract—The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of motivation. Next, I reviewed a number of online learning policy guidelines from four
Words: 6112 - Pages: 25
Unit Outline | Supply Chain Management| MKTG3308| | | Semester 1Crawley| | Sharon Purchase| Business School www.business.uwa.edu.au Insert document version showing unit code/location/your initials/date, eg Statistics 160 on-campus, prepared by Jane Smith on Sep-21 would become 530160/Crawley/JS/20.11.08.| | All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the
Words: 4639 - Pages: 19
NETW240 Final Exam Study Guide YOU MAY WANT TO PRINT THIS GUIDE. 1. The Final Exam is open book, open notes. The maximum time you can spend in the exam is 3 hours, 30 minutes. If you have not clicked the Submit For Grading button by then, you will be exited from the exam automatically. In the Final Exam environment, the Windows clipboard is disabled, so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the Save Answers button in the exam
Words: 1361 - Pages: 6
BUYING, PLANNING, & ALLOCATION | |Spring 2014 | Lecture: Wed 6:00 – 8:50pm / Chilton Hall Rm Instructor: Mrs. Tatyana Grant Course Description: This course is an in-depth study into the areas of buying, assortment planning, and
Words: 3343 - Pages: 14
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuio
Words: 2143 - Pages: 9
of the literature. The minimal goal of the course is to enhance students’ methodological literacy--that is, their ability to read and understand social scientific research. Discussions of research designs should also aid students in planning and conducting research. 1 Course Objectives Acquaint students with the various types of data
Words: 4487 - Pages: 18
