http://www.scribd.com/people/view/126834-aralanet-org This a feed for documents on Scribd written by aralanet 30 Tue, 05 Aug 2008 07:23:06 GMT Tue, 05 Aug 2008 07:23:06 GMT http://www.scribd.com/doc/4511250/Accounting-Aralanetdesk-Cavite-Workshop-2008 Accounting Aralanetdesk Cavite Workshop 2008 Money Received Intel Amca Participants Less Expenses Payment for the venue Payment for the food Allowance Troy Allowance Anna Allowance Joel Allowance Gener Rental for Three Months Secretariat Center Invitations Banners Stamps Gasoline used for the follow up Transportation Meetings with Intel Office Supplies Smart Load Meals of Staff during meetings and follow ups Allowance of Staff for two days of workshop Lan Cable used Money left 13,000 4,748 4,000 2,000 2,000 3,000 3,000 3,500 3,500 5,866 6987 800 3590 300 1116 3000 750 50,000 10,000 9000 69,00 Tue, 05 Aug 2008 07:23:06 GMT http://www.scribd.com/doc/4511250/Accounting-Aralanetdesk-Cavite-Workshop-2008 http://www.scribd.com/doc/3322329/ict-enhanced-lesson-plan-template ICT Enhanced Lesson Plan Template This the proposed layout of the learning plan to guide the instructional process that integrates the use of information and communications technology in the lesson plan presention and learning activities. Name of the School: Name of the Teacher: Date of First Draft: Date of Latest Revision: 1. Name of the Subject: 2. Name of the Topic: 3. Brief Description of the Topic: A short narrative of what the topic is all about, and what are the needs of the learner being addressed, and what are the lifelong skills to develop by the learner. 4. Learning Standard Goals Thu, 12 Jun 2008 05:58:17 GMT http://www.scribd.com/doc/3322329/ict-enhanced-lesson-plan-template http://www.scribd.com/doc/3017745/lesson-planning-prototype e-Learning Plan Template Prototype This the proposed layout of the learning plan to guide the instructional process that integrates the use of information and communications technology Name of the School: Name of the Teacher: Date of First Draft: Date of Latest Revision: 1. Name of the Subject: 2. Name of the Topic: 3. Brief Description of the Topic: A short narrative of what the topic is all about, and what are the needs of the learner being addressed, and what are the lifelong skills to develop by the learner. 4. Learning Standard Goals :  (This present the curricular standard basis of th Mon, 19 May 2008 05:33:51 GMT http://www.scribd.com/doc/3017745/lesson-planning-prototype http://www.scribd.com/doc/3009083/skoool-alignment-form-v2 Skoool e-Learning Curricular Alignment Template Version 2: Name of Teacher: Name of School: Title of the Subject Area: Instructional Goals: Describe the desired high level ends of the subject area Mark X the particular goal that Skoool elearning event provides realization 1. 2. 3. 4. 5. 6. 7. 8. Subject Name: a. Learning Outcomes Specify the performance objectives in terms of what the students must be able to understand and be able to do, based on the prescribed learning competencies of the basic secondary education. (Specific and measurable) b. Learning Topic List down the specific cont Sun, 18 May 2008 09:04:00 GMT http://www.scribd.com/doc/3009083/skoool-alignment-form-v2 http://www.scribd.com/doc/3009076/skoool-math-grp2 Skoool e-Learning Curricula Alignment Workshop Group No. 2 Title of the Subject Area: Instructional Goals MATHEMATICS Mark X the particular goal that Skoool instructional event provides realization Describe desired higher level ends of the subject area 1. 2. 3. 4. 5. 6. 7. 8 Develop mastery of computational skills on numbers / algebraic relations/ functions and apply it to real life situations Demonstrate skills in manipulating measuring instruments and ICT tools with speed and accuracy Manifest ability in communicating and translating ideas from / to verbal and symbolic forms Read, i Sun, 18 May 2008 09:01:56 GMT http://www.scribd.com/doc/3009076/skoool-math-grp2 http://www.scribd.com/doc/3009070/skoool-science-grp1 Skoool e-Learning Curricular Alignment Workshop Group Number 1: Title of the Subject Area: SCIENCE 1-4 Instructional Goals: Describe the desired high level ends of the subject area 1. 2. 3. 4. 5. 6. 7. 8. Develop understanding of science concepts/process skills. Develop scientific values, attitudes, beliefs and practices to become productive member of the society. Develop functional scientific literacy for a global competitiveness. Develop students lifelong learning/skills. Apply the knowledge/skills to real life situation Develop awareness, appreciation and commitment in protecting, con Sun, 18 May 2008 09:00:34 GMT http://www.scribd.com/doc/3009070/skoool-science-grp1 http://www.scribd.com/doc/3009028/skoool-science-grp2 Skoool e-Learning Curricular Alignment Workshop Group Number 2: Title of the Subject Area: SCIENCE Instructional Goals: Describe the desired high level ends of the subject area 1. 2. 3. 4. 5. 6. 7. 8. Develop understanding and appreciation of how science and technology affects one’s life and ways of thinking. Develop scientifically and functionally literate citizenry Develop the technical-know how of the students Enable students to apply basic concepts in day to day activities Develop laboratory skills in students Produce self reliant and productive citizenry that can manage life indepen Sun, 18 May 2008 08:52:42 GMT http://www.scribd.com/doc/3009028/skoool-science-grp2 http://www.scribd.com/doc/3008945/skoool-math-grp1 Skoool e-Learning Curricular Alignment Workshop Group 1: Title of the Subject Area: MATHEMATICS Instructional Goals: Describe the desired high level ends of the subject area 1. 2. 3. 4. 5. 6. 7. 8. Mastery of Fundamental Operations on numbers Apply Mathematical Concepts to Real Life Situations Problem Solving Concretizing Abstract Ideas/Structures Integrate/ apply Mathematical Concepts to other Learning Areas Conduct Mathematical Investigations Frame Conjectures Observe Patterns Mark X the particular goal that Skoool instructional event provides realization X X X X X X X X Specific Subje Sun, 18 May 2008 08:35:19 GMT http://www.scribd.com/doc/3008945/skoool-math-grp1 http://www.scribd.com/doc/3008830/skoool-ph-sme-survey-results Skoool Survey Among DepEd Subject Matter Experts Summary The survey was conducted in 20 July 2007 during the last day of a 3-day curriculum realignment workshop for the Department of Education (DepEd). There were 26 subject matter experts on Math and Sciences from 15 regions who participated in the workshop. There were 18 respondents out of the 26 subject matter experts who attended, representing 69.23% of total workshop participants. Of these respondents, 12 are subject matter experts for Science and 6 for Math. Methodology The 3-day workshop gave the subject matter experts a run-through of S Sun, 18 May 2008 08:11:07 GMT http://www.scribd.com/doc/3008830/skoool-ph-sme-survey-results http://www.scribd.com/doc/2981316/SchoolBased-ICT-ImplementationPlan Note: This plan should be consistent and integrated with the SIP School-Based ICT Implementation Plan Name of School: ________________________________ Region/Division: ______________ II. Targets and Goals SY _______ I. Description of the ICT-Enhanced Curriculum Model Elements that need to be described in detail Subject area focus to be integrated with ICT-enhanced instruction  Grade levels involved with ICT-enhanced instruction  Classroom structuring  Curriculum and class programming Describe the performance targets for the next two years for a) pupils and b) teachers (annual targets Thu, 15 May 2008 14:37:07 GMT http://www.scribd.com/doc/2981316/SchoolBased-ICT-ImplementationPlan http://www.scribd.com/doc/2970466/student-elearning-guide-v1 Document Name: Student e-learning Guide Document Version No: 1.0 Date: 02/08/2008 Student's e-Learning Guide – Computer and Web-based Learning This is the proposed content outline of the learner centered guide to help the students to relate with the learning needs, to know the expected learning outcomes, to study the topical items, to produce the activity outputs, and to use the technology resources as the conditions to achieve the desired goals of the curriculum. Name of the School: Address of the School: Name of the Teacher: Name of Evaluator: 1. Name of the Subject:  The official subj Wed, 14 May 2008 14:34:13 GMT http://www.scribd.com/doc/2970466/student-elearning-guide-v1 http://www.scribd.com/doc/2970349/ICT4E-Usability-Assessment-Rubric-v2 Digital Content Usability Assessment Rubric: Title of the Material: Format of the Material: Subject Area: Target Learner: Rating: 4 = Very Good 3= Good 2 = Needs Improvement 1 = Cannot be Determined USABILITY CHARACTERISTICS A. Instructional Design (30%) 1. The learning objectives and goals of the e-learning application are defined and clearly stated. 2. The presentation of the content supports the specified learning objectives and goals. 3. The organization of the content, including all related activities, accurately reflects the learning objectives and goals specified. 4. The learning objec Wed, 14 May 2008 14:23:28 GMT http://www.scribd.com/doc/2970349/ICT4E-Usability-Assessment-Rubric-v2 http://www.scribd.com/doc/2970323/elesson-plan-template e-Learning Plan Template Prototype This the proposed layout of the learning plan to guide the instructional process that integrates the use of information and communications technology Name of the School: Name of the Teacher: Date of First Draft: Date of Latest Revision: 1. Name of the Subject: 2. Name of the Topic: 3. Brief Description of the Topic: A short narrative of what the topic is all about, and what are the needs of the learner being addressed, and what are the lifelong skills to develop by the learner. 4. Learning Standard Goals :  (This present the curricular standard basis of th Wed, 14 May 2008 14:21:00 GMT http://www.scribd.com/doc/2970323/elesson-plan-template http://www.scribd.com/doc/2970273/science-lessonplan-3-sample Grade III I. Learning Objective Classify animals according to body parts, movement and places where they live (BECPELC II.1.4) II. A. Learning Tasks Subject Matter: Classification of Animals According to Body Parts, Movement and Places Where They Live 1. Concept • Animals can be classified according to body parts (e.g. with and without wings; with and without webbed feet; with and without comb and wattle). • Animals can be classified according to movement (e.g. if they walk/run; jump/hop; swim; fly; cruise). • Animals can be classified according to places where they live (e.g. on land and i Wed, 14 May 2008 14:15:49 GMT http://www.scribd.com/doc/2970273/science-lessonplan-3-sample http://www.scribd.com/doc/2906373/NETSS-2007-Essential-Conditions Essential Conditions Necessary conditions to effectively leverage technology for learning Shared Vision Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Robust and reliable access to current and emerging technologies and digital resources, with connectiv Thu, 08 May 2008 00:27:42 GMT http://www.scribd.com/doc/2906373/NETSS-2007-Essential-Conditions http://www.scribd.com/doc/2906089/turning-on-the-lights March 2008 | Volume 65 | Number 6 Reaching the Reluctant Learner Pages 40-45 Turning On the Lights Marc Prensky Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place. For most of history, kids grew up in the dark intellectually. Right up until the mid-20th century, when television became widespread, the world outside their own neighborhoods was largely unknown to them. Few March 2008 traveled. Some heard tales of adventure, war, or derring-do. Many parents told stories of just how dangerous "out there" really was. Few young people read Wed, 07 May 2008 23:32:53 GMT http://www.scribd.com/doc/2906089/turning-on-the-lights http://www.scribd.com/doc/2905946/emerging-technologies07-becta *How to teach with technology: keeping both teachers and students comfortable in an era of exponential change Marc Prensky * Some have opined that earlier technologies that were initially touted with great fanfare for their potential to changing education, such as television, didn’t change much at all. I submit that all these technologies – especially television – did change education radically. Just not in our schools. The twenty-first century will be characterised by enormous, exponential technological change. Our socalled ‘Digital Native’ generation (that is, our students) is already embr Wed, 07 May 2008 23:16:10 GMT http://www.scribd.com/doc/2905946/emerging-technologies07-becta http://www.scribd.com/doc/2902912/Prensky-Digital-Natives-Digital-Immigrants-Part2 Marc Prensky Digital Natives Digital Immigrants ©2001 Marc Prensky _____________________________________________________________________________ Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? By Marc Prensky From On the Horizon (NCB University Press, Vol. 9 No. 6, December 2001) © 2001 Marc Prensky Different kinds of experiences lead to different brain structures. -Dr. Bruce D. Perry, Baylor College of Medicine Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playin Wed, 07 May 2008 17:22:04 GMT http://www.scribd.com/doc/2902912/Prensky-Digital-Natives-Digital-Immigrants-Part2 http://www.scribd.com/doc/2902286/Prensky-Digital-Natives-Digital-Immigrants-Part1 Marc Prensky Digital Natives Digital Immigrants ©2001 Marc Prensky _____________________________________________________________________________ Digital Natives, Digital Immigrants By Marc Prensky From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001) © 2001 Marc Prensky It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today‟s students have not just cha Wed, 07 May 2008 15:59:47 GMT http://www.scribd.com/doc/2902286/Prensky-Digital-Natives-Digital-Immigrants-Part1 http://www.scribd.com/doc/2348938/pelc-science-health 2002 BASI C EDUCATI ON CURRI CULUM HANDBOOK in Science and Health (Elementary Level) 1 *CONTENTS Description Time Allotment Expectations Scope and Sequence Learning Competencies Lesson Plans 2 *SCIENCE AND HEALTH DESCRIPTION Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles linked with real life situations, acquire science skills as well as scientific attitudes and values needed in solving everyday problems. These pertain to health and sanitation, nutrition, food production, and the environment and its conservation. Ther Mon, 24 Mar 2008 14:03:40 GMT http://www.scribd.com/doc/2348938/pelc-science-health http://www.scribd.com/doc/2348910/pelc-mathematics BASI C EDUCATI ON CURRI CULUM (Philippine Elementary Learning Competencies) MATHEMATICS **MATHEMATICS DESCRIPTION Mathematics in Grades 1 and 2 includes the study of whole numbers, addition and subtraction, basic facts of multiplication and division, basics of geometry, fractions, metric and local measurements, the use of money and their application to practical problems based on real life activities. Grades 3 and 4 deals with the study of whole numbers, the four fundamental operations, fractions and decimals including money, angles, plane figures, measurement and graphs. In Grades 5 and 6 t Mon, 24 Mar 2008 13:59:25 GMT http://www.scribd.com/doc/2348910/pelc-mathematics http://www.scribd.com/doc/2348897/pelc-english BASI C EDUCATI ON CURRI CULUM (Philippine Elementary Learning Competencies) ENGLISH *ENGLISH DESCRIPTION English as a subject is concerned with developing competence in listening, speaking, reading and writing. Listening is an information – processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpr Mon, 24 Mar 2008 13:57:44 GMT http://www.scribd.com/doc/2348897/pelc-english http://www.scribd.com/doc/2342958/curricular-alignment-form-v1 E-Learning Objects Curricular Alignment Matrix Purpose: To identify the value of the learning object to realize the learning results of the subject Title of the Subject Area: Instructional Goals: Describe the desired high level ends of the subject area Mark X the particular goal that e-learning instructional event provides realization 1. 2. 3. 4. 5. 6. 7. 8. Specific Subject Title: a. Learning Outcomes Specify the performance objectives in terms of what the students must be able to understand and be able to do. (Specific and measurable) b. Learning Topic List down the specific content top Sun, 23 Mar 2008 05:51:57 GMT http://www.scribd.com/doc/2342958/curricular-alignment-form-v1 http://www.scribd.com/doc/2327223/ict4e-usability-assessment-v1 Digital Content Usability Assessment Rubric: Title of the Material: Format of the Material: Subject Area: Target Learner: Rating: 4 = Very Good 3= Good 2 = Needs Improvement 1 = Cannot be Determined USABILITY CHARACTERISTICS A. Instructional Design 1. The learning objectives and goals of the e-learning application are defined and clearly stated. 2. The presentation of the content supports the specified learning objectives and goals. 3. The organization of the content, including all related activities, accurately reflects the learning objectives and goals specified. 4. The learning objectives Fri, 21 Mar 2008 06:33:49 GMT http://www.scribd.com/doc/2327223/ict4e-usability-assessment-v1 http://www.scribd.com/doc/2327174/ict4e-instructional-planning-v1 ICT4E -INSTRUCTIONAL PLANNING Principles on ICT Use in Learning: 1. Learning with ICT is to bring variety of instructional events to realize discovering, exploring comparing, collaborating, networking, doing, making, building, arranging, figuring out, reflecting, sharing, publishing, evaluating, feed backing, changing, etc.... of learning. 2. Learning that is delivered through the use of computer applications, Internet services, other technology platforms. and digital learning content is for enhancing, extending, or filling in the gaps of education inside the school or outside the school. 3. Fri, 21 Mar 2008 06:22:40 GMT http://www.scribd.com/doc/2327174/ict4e-instructional-planning-v1 http://www.scribd.com/doc/2327157/student-elearning-guide-v1 Document Name: Student e-learning Guide Document Version No: 1.0 Date: 02/08/2008 Student's e-Learning Guide – Computer and Web-based Learning This is the proposed content outline of the learner centered guide to help the students to relate with the learning needs, to know the expected learning outcomes, to study the topical items, to produce the activity outputs, and to use the technology resources as the conditions to achieve the desired goals of the curriculum. Name of the School: Address of the School: Name of the Teacher: Name of Evaluator: 1. Name of the Subject:  The official Fri, 21 Mar 2008 06:20:53 GMT http://www.scribd.com/doc/2327157/student-elearning-guide-v1 http://www.scribd.com/doc/2327154/ict4e-usability-assessment-v1 Digital Content Usability Assessment Rubric: Title of the Material: Format of the Material: Subject Area: Target Learner: Rating: 4 = Very Good 3= Good 2 = Needs Improvement 1 = Cannot be Determined USABILITY CHARACTERISTICS A. Instructional Design 1. The learning objectives and goals of the e-learning application are defined and clearly stated. 2. The presentation of the content supports the specified learning objectives and goals. 3. The organization of the content, including all related activities, accurately reflects the learning objectives and goals specified. 4. The learning objectives Fri, 21 Mar 2008 06:19:33 GMT http://www.scribd.com/doc/2327154/ict4e-usability-assessment-v1 http://www.scribd.com/doc/2327144/elearning-plan-template-v1 e-Learning Plan Template Prototype This the proposed layout of the learning plan to guide the instructional process that integrates the use of information and communications technology Name of the School: Name of the Teacher: Date of First Draft: Date of Latest Revision: 1. Name of the Subject: 2. Name of the Topic: 3. Brief Description of the Topic: A short narrative of what the topic is all about, and what are the needs of the learner being addressed, and what are the lifelong skills to develop by the learner. 4. Learning Standard Goals :  (This present the curricular standard basis of Fri, 21 Mar 2008 06:16:44 GMT http://www.scribd.com/doc/2327144/elearning-plan-template-v1 http://www.scribd.com/doc/2032665/becta-quality-principles summary information improving learning through technology quality principles for digital learning resources *Core pedagogic principles Inclusion and access Learner engagement Core design principles Digital learning resource design Robustness and support Effective learning Assessment to support learning Human–computer interaction Quality of assets Robust summative assessment Innovative approaches Accessibility Interoperability Ease of use Match to the curriculum Testing and verification Effective communication *Quality principles for digital learning resources These quality p Sun, 03 Feb 2008 06:25:24 GMT http://www.scribd.com/doc/2032665/becta-quality-principles http://www.scribd.com/doc/2032650/british-columbia-ministryof-education-esm-guide Evaluating, Selecting, and Managing Learning Resources: A Guide Ministry of Education RB0142 Revised 2002 *Canadian Cataloguing in Publication Data British Columbia. Ministry of Education. Evaluating, selecting and managing learning resources Previously published by: British Columbia, Learning Resources Branch. Includes bibliographical references. ISBN 0-7726-4102-1 1. Teaching - British Columbia - Aids and devices - Evaluation. 2. Teaching - British Columbia - Aids and devices - Management. I. British Columbia. Learning Resources Branch. Evaluating, selecting and managing learning resources Sun, 03 Feb 2008 06:09:31 GMT http://www.scribd.com/doc/2032650/british-columbia-ministryof-education-esm-guide http://www.scribd.com/doc/1012135/VideoAktiv-Handbook-fin Handbook on Digital Video Handbook on Digital Video aandAudio in Education nd Audio in Education Creating and using audio and video material Creating and using audio and video material for educational purposes. for educational purposes. ThThe VideoAktiv Project e VideoAktiv Project wwwww.videoaktiv.org w.videoaktiv.org PuPublished by blished by **Handbook on Digital Video and Audio in Education Creating and using audio and video material for educational purposes. The VideoAktiv Project http://www.videoaktiv.org/ Published by *AUTHORS Editors and main authors of this report are Marie Bij Sun, 13 Jan 2008 01:58:21 GMT http://www.scribd.com/doc/1012135/VideoAktiv-Handbook-fin http://www.scribd.com/doc/962138/schoolnetoolkit *schoolnettoolkit Asia and the Pacific Regional Bureau for Education *Schoolnet toolkit. Bangkok: UNESCO Bangkok; Vancouver: Commonwealth of Learning, 2004. 252 p. 1. EDUCATIONAL PROGRAMMES. 2. SCHOOLNET. 3. INFORMATION TECHNOLOGY. 4. COMMUNICATION TECHNOLOGY. 5. ICT. 6. COMPUTER USES IN EDUCATION. 7. PROGRAMME PLANNING. 8. GUIDES. 371.334 678 ISBN 92-9223-020-4 © UNESCO 2004 Published by the UNESCO Asia and Pacific Regional Bureau for Education P.O. Box 967, Prakanong Post Office Bangkok, Thailand Printed in Thailand The designations employed and the presentation of materials throughou Fri, 04 Jan 2008 16:15:14 GMT http://www.scribd.com/doc/962138/schoolnetoolkit http://www.scribd.com/doc/958186/Program eSkwela Center Management Training Fundamental Framework and Methodology on e-Center Management The training objectives: 1. 2. 3. 4. 5. To define competency areas and ICT decision imperatives of the e-Center Leader To identify the reference business model of the e-Center To elaborate the strategic business planning process To describe the critical components in managing e-Center project To identify the key processes and performance metrics of service implementation in the e-Center. Target Participants: 1. Managers, Coordinators, Director of e-Center 2. To be appointed e-Center Manager Trainin Thu, 03 Jan 2008 06:44:42 GMT http://www.scribd.com/doc/958186/Program http://www.scribd.com/doc/954072/taxonomy-of-educational-objectives Revised Taxonomy of Educational Objectives* Cognitive Process Dimension Knowledge Dimension This revised Bloom’s Taxonomy will assist you as you work to improve instruction to ensure that standards, lessons, and assessments are aligned. lessons are cognitively rich. instructional opportunities are not missed. 1. Remember: retrieving relevant knowledge from long term memory 1. Recognizing 2. Recalling 2. Understand: determining the meaning of instructional messages 1. Interpreting 2. Exemplifying 3. Classifying 4. Summarizing 5. Inferring 6. Comparing 7. Explaining 3. Apply: carrying out Tue, 01 Jan 2008 06:36:59 GMT http://www.scribd.com/doc/954072/taxonomy-of-educational-objectives http://www.scribd.com/doc/952792/id-pm-model Greer's ID Project Management Model Background This is an overview of the generic instructional development (ID) project management model as it appears in Michael Greer's text, ID Project Management: Tools & Techniques for Instructional Designers and Developers, Educational Technology Publications, 1992. This award-winning text is filled with 37 job aids (checklists, worksheets, etc.) to help you perform the activities associated with each of the steps in the model. This text and model have been adopted by many companies and university graduate school programs. To order the text from the publi Mon, 31 Dec 2007 17:26:22 GMT http://www.scribd.com/doc/952792/id-pm-model http://www.scribd.com/doc/952264/id-pm-model Greer's ID Project Management Model Background This is an overview of the generic instructional development (ID) project management model as it appears in Michael Greer's text, ID Project Management: Tools & Techniques for Instructional Designers and Developers, Educational Technology Publications, 1992. This award-winning text is filled with 37 job aids (checklists, worksheets, etc.) to help you perform the activities associated with each of the steps in the model. This text and model have been adopted by many companies and university graduate school programs. To order the text from the publi Mon, 31 Dec 2007 10:26:14 GMT http://www.scribd.com/doc/952264/id-pm-model http://www.scribd.com/doc/946934/role-of-rubrics The Journal of Effective Teaching an online journal devoted to teaching excellence The Role of Rubrics in Advancing and Assessing Student Learning Kenneth Wolf † and Ellen Stevens University of Colorado at Denver and Health Sciences Center _________________________________________________________________ Abstract A rubric is a multi-purpose scoring guide for assessing student products and performances. This tool works in a number of different ways to advance student learning, and has great potential in particular for non-traditional, first generation, and minority students. In addition, rub Sat, 29 Dec 2007 03:17:39 GMT http://www.scribd.com/doc/946934/role-of-rubrics http://www.scribd.com/doc/946867/benchmarking-quality-online-learning The Journal of Effective Teaching an online journal devoted to teaching excellence Benchmarking Quality in Online Teaching and Learning: A Rubric for Course Construction and Evaluation Mona P. Ternus1 Associate Professor, University of New Mexico, New Mexico Kay L. Palmer Associate Professor, Old Dominion University Debbie R. Faulk Distinguished Teaching Associate Professor, Auburn University Montgomery, Alabama Abstract Online courses have many components and dimensions. Both the form (structure) and the content (expression) are situated in an overall environment. The sum of these elements Sat, 29 Dec 2007 02:28:52 GMT http://www.scribd.com/doc/946867/benchmarking-quality-online-learning http://www.scribd.com/doc/945169/manage-web-project The Visual Learner’s Guide to Managing Web Projects How to plan, organize, build and manage effective Web sites 1810 Monument Avenue, Suite 100 Richmond, VA 23220 www.visibooks.com* *The Visual Learner’s Guide to Managing Web Projects Published by Visibooks, LLC, Richmond, VA Copyright You have permission to post this book on a Web site, e-mail it, print it, or pass it along for free to anyone you like, as long as you make no changes or edits to its contents or digital format. Make as many copies as you want. However, the right to sell this book, whether in digital or bound form, is stric Fri, 28 Dec 2007 10:08:27 GMT http://www.scribd.com/doc/945169/manage-web-project http://www.scribd.com/doc/945076/Logical-Framework-Approach-LFA-handbook-for-objectivesoriented-planning **** ** *** *** ** ** *10 *11 *1* *1* *14 *1* *16 *1* *1* *1* **0 **1 *** *** **4 *** **6 *** *** *** **0 **1 *** *** **4 *** **6 *** *** *** *40 *41 *4* *4* *44 *4* *46 *4* *4* *4* **0 **1 *** *** **4 *** **6 *** *** *** *60 *61 *6* *6* *64 *6* *66 *6* *6* *6* **0 **1 *** *** **4 *** **6 *** *** *** **0 **1 *** *** **4 *** **6 *** *** *** **0 **1 *** *** **4 *** **6 *** *** *** *100 *101 *10* *10* *104 *10* *106 *10* *** Fri, 28 Dec 2007 09:16:02 GMT http://www.scribd.com/doc/945076/Logical-Framework-Approach-LFA-handbook-for-objectivesoriented-planning http://www.scribd.com/doc/944975/SWEBOK-Guide-2004 *Guide to the Software Engineering Body of Knowledge 2004 Version SWEBOK ® A project of the IEEE Computer Society Professional Practices Committee © IEEE – 2004 Version ®SWEBOK is an official service mark of the IEEE *© IEEE – 2004 Version *Guide to the Software Engineering Body of Knowledge 2004 Version SWEBOK® Executive Editors Alain Abran, École de technologie supérieure James W. Moore, The MITRE Corp. Editors Pierre Bourque, École de technologie supérieure Robert Dupuis, Université du Québec à Montréal Project Champion Leonard L. Tripp, Chair, Professional Practice Fri, 28 Dec 2007 07:39:29 GMT http://www.scribd.com/doc/944975/SWEBOK-Guide-2004 http://www.scribd.com/doc/944971/Introduction-to-ITSM Published in association with the Best Management Practice Partnership The IT Service Management Forum An Introductory Overview of ITIL® V3 A high-level overview of the IT INFRASTRUCTURE LIBRARY *The IT Infrastructure Library An Introductory Overview of ITIL® V3 Version 1.0 Written by: Alison Cartlidge Ashley Hanna Colin Rudd Ivor Macfarlane John Windebank Stuart Rance Alison Cartlidge Mark Lillycrop Xansa - Steria HP itEMS Ltd IBM Sun HP Xansa - Steria itSMF UK Edited by: Published by: The UK Chapter of the itSMF With thanks to all those who took part in the review process. © Copy Fri, 28 Dec 2007 07:31:46 GMT http://www.scribd.com/doc/944971/Introduction-to-ITSM http://www.scribd.com/doc/944962/ICT-Service-Management Published in association with the Best Management Practice Partnership The IT Service Management Forum An Introductory Overview of ITIL® V3 A high-level overview of the IT INFRASTRUCTURE LIBRARY *The IT Infrastructure Library An Introductory Overview of ITIL® V3 Version 1.0 Written by: Alison Cartlidge Ashley Hanna Colin Rudd Ivor Macfarlane John Windebank Stuart Rance Alison Cartlidge Mark Lillycrop Xansa - Steria HP itEMS Ltd IBM Sun HP Xansa - Steria itSMF UK Edited by: Published by: The UK Chapter of the itSMF With thanks to all those who took part in the review process. © Copy Fri, 28 Dec 2007 07:23:50 GMT http://www.scribd.com/doc/944962/ICT-Service-Management http://www.scribd.com/doc/944955/projectPrimer1 A Project Management Primer or “a guide to making projects work (v2.0)” by Nick Jenkins ©Nick Jenkins, 2006 http://www.nickjenkins.net This work is licensed under the Creative Commons (Attribution-NonCommercialShareAlike) 2.5 License.. To view a copy of this license, visit [http://creativecommons.org/licenses/by-nc-sa/2.5/]; or, (b) send a letter to “Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA”. In summary - you are free: to copy, distribute, display, and perform the work and to make derivative works. You must attribute the work by directly m Fri, 28 Dec 2007 07:13:40 GMT http://www.scribd.com/doc/944955/projectPrimer1 http://www.scribd.com/doc/943708/managingwebprojects The Visual Learner’s Guide to Managing Web Projects How to plan, organize, build and manage effective Web sites 1810 Monument Avenue, Suite 100 Richmond, VA 23220 www.visibooks.com* *The Visual Learner’s Guide to Managing Web Projects Published by Visibooks, LLC, Richmond, VA Copyright You have permission to post this book on a Web site, e-mail it, print it, or pass it along for free to anyone you like, as long as you make no changes or edits to its contents or digital format. Make as many copies as you want. However, the right to sell this book, whether in digital or bound form, is stric Thu, 27 Dec 2007 16:57:40 GMT http://www.scribd.com/doc/943708/managingwebprojects http://www.scribd.com/doc/943634/Raytheon-eLearning-Primer An E-Learning Primer Susan Codone, Ph.D. Raytheon Interactive Pensacola, Florida November 2001 *Dr. Susan Codone is the Manager of Interactive Multimedia at Raytheon Interactive in Pensacola, Florida. Susan manages daily production of courseware for the Training Support Agency Requirements contract and serves as the company liaison with the Navy. Susan has a B.S. from the University of Montevallo, an M.B.A from the University of West Florida and Ph.D. in Instructional Design from the University of South Alabama. *Table of Contents E-Learning: A Definition .................................. Thu, 27 Dec 2007 16:06:47 GMT http://www.scribd.com/doc/943634/Raytheon-eLearning-Primer http://www.scribd.com/doc/943562/NETS-STUDENT-ACHIEVEMENT-RUBRIC NETS for Students: Achievement Rubric DRAFT (March 22, 2005) Purpose: This draft version of the NETS for Students: Achievement Rubric is available online for educational technology professionals to review and provide feedback to the developers. More information: If you have questions about the rubric, please contact the developers at netsrubric@learningpt.org. Rubric copyright © 2005 Learning Point Associates. All rights reserved. NETS Standards are reprinted with permission from National Educational Technology Standards for Students: Connecting Curriculum and Technology, Copyright © 2000, Thu, 27 Dec 2007 15:45:29 GMT http://www.scribd.com/doc/943562/NETS-STUDENT-ACHIEVEMENT-RUBRIC http://www.scribd.com/doc/943548/NETS-TEACHER-SKILLS-RUBRICS NETS for Teachers: Achievement Rubric DRAFT (March 18, 2005) Purpose: This draft version of the NETS for Teachers: Achievement Rubric is available online for educational technology professionals to review and provide feedback to the developers. More information: If you have questions about the rubric, please contact the developers at netsrubric@learningpt.org. Rubric copyright © 2005 Learning Point Associates. All rights reserved. NETS Standards are reprinted with permission from National Educational Technology Standards for Students: Connecting Curriculum and Technology, Copyright © 2000, Thu, 27 Dec 2007 15:41:54 GMT http://www.scribd.com/doc/943548/NETS-TEACHER-SKILLS-RUBRICS http://www.scribd.com/doc/943536/ADDIE-Schema Florida State University developed the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation in 1975 * Thu, 27 Dec 2007 15:37:48 GMT http://www.scribd.com/doc/943536/ADDIE-Schema http://www.scribd.com/doc/943535/ADDIE Instructional System Design (ISD): Using the ADDIE Model Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. Instructional design aims for a learner-centered rather than the traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners’ needs. These phases sometimes overlap and can be interrelated; ho Thu, 27 Dec 2007 15:36:51 GMT http://www.scribd.com/doc/943535/ADDIE http://www.scribd.com/doc/943534/Dick-and-Carrey-Instructional-Design Dick, W., & Carey, L.(1978). The Systematic Design of Instruction. * Thu, 27 Dec 2007 15:35:49 GMT http://www.scribd.com/doc/943534/Dick-and-Carrey-Instructional-Design http://www.scribd.com/doc/943424/courseware-evaluation Selecting Microcomputer Courseware. ERIC Digest. Beattie, Elena D.; Preston, Nancy R. Thousands of packages of educational software, or courseware, exist on today's market, and the number is growing steadily. Unfortunately, a large percentage of the packages produced are found to be of poor quality in terms of instructional and/or technical design. Since a microcomputer in the classroom is only as effective as the software used with it, it is wise to investigate courseware thoroughly before purchasing it. The purpose of this digest is to provide an overview of the basic steps in courseware se Thu, 27 Dec 2007 14:41:11 GMT http://www.scribd.com/doc/943424/courseware-evaluation http://www.scribd.com/doc/943422/business-startup-strat-plan ID Name Duration Start 1 Phase 1 - Strategic Plan 23.d 2 Self-Assessment 3.d 3 Define business vision 1.d 4 Identify available skills, information and support 1.d 5 Decide whether to proceed 1.d 6 Define the Opportunity 10.d 7 Research the market and competition 1.d 8 Interview owners of similar businesses 5.d 9 Identify needed resources 2.d 10 Identify operating cost elements 2.d 11 Evaluate Business Approach 4.d 12 Define new entity requirements 1.d 13 Identify on-going business purchase opportunities 1.d 14 Research franchise possibilities 1.d 15 Summarize business approach 1.d 16 Evaluate Thu, 27 Dec 2007 14:35:07 GMT http://www.scribd.com/doc/943422/business-startup-strat-plan http://www.scribd.com/doc/943384/costbenefittemplate Note: This is an example of how to use the cost/benefit template. This download also includes a blank template on the next worksheet for your use. (See CostBenefit Template tab at bottom of page.) Example of the Cost/Benefit Template Worksheet Internal Labor Cost/Hour Expected life span Monthly Sales Margin/Unit Sold Costs Implementation Planning Contract Labor Internal Implementation Labor Capital Costs Implementation Cost Amortized Implementation Cost Ongoing Maintenance Contract Operational Costs Ongoing Monthly Cost Monthly Cost Dollars Years Units Dollars Unit Hours Dollars Hours Dollars Thu, 27 Dec 2007 14:22:49 GMT http://www.scribd.com/doc/943384/costbenefittemplate http://www.scribd.com/doc/943364/business-process-paradign Assess Your Leadership Team Attitude with respect to a more adaptive business process thinking paradigm Leaders believe that: • Strategy begins with the customer • Organizations must be designed, led, and managed in a way that makes it easy for the customer to do business with the company • Customer value is created through a company's enterprise-wide business processes • Significant improvement is achieved more through the exercise of influence than control. • It is important to understand and manage business processes at three levels • Organization are complex business and social Thu, 27 Dec 2007 14:17:54 GMT http://www.scribd.com/doc/943364/business-process-paradign http://www.scribd.com/doc/943336/Modelofstrategicplanning Model One - “Basic” Strategic Planning This very basic process is typically followed by organizations that are extremely small, busy, and have not done much strategic planning before. The process might be implemented in year one of the nonprofit to get a sense of how planning is conducted, and then embellished in later years with more planning phases and activities to ensure well-rounded direction for the nonprofit. Planning is usually carried out by top-level management. The basic strategic planning process includes: 1. Identify your purpose (mission statement) - This is the statement(s) Thu, 27 Dec 2007 14:12:06 GMT http://www.scribd.com/doc/943336/Modelofstrategicplanning http://www.scribd.com/doc/943321/tasklist-pm Project Phases: I.P.E.C 1. Initiation 1.1. Justify your project to management 1.2. Get the funding needed to proceed 1.3. Clearly define the scope of the project 1.4. Identify the feasibility of the project solution 1.5. Document all roles and responsibilities 1.6. Setup and run a project office 2. Planning 2.1. Formulate efficient scheduling 2.2. reduced risk through effective risk planning 2.3. accurate cost forecasting 2.4. improved project communication 2.5. identify and obtain right resources 2.6. stronger supplier relationship 2.7. tight contractual agreement 2.8. gain customer acceptanc Thu, 27 Dec 2007 14:08:09 GMT http://www.scribd.com/doc/943321/tasklist-pm http://www.scribd.com/doc/943309/LSService-Support-Assessment-Version-1-0 ITIL Service Support Self Assessment: Service Desk (Y)es or (N)o Level 1 - Pre-requisites 1. Are at least some Service Desk activities, e.g. incident logging established within the organisation? 2. Does the Service Desk have a mechanism for identifying calls and registering incidents and enquiries? 3. Does the Service Desk provide some form of first-line support to callers? Minimum score to achieve this level: 'Y' for all mandatory ('M') questions + 1 other answer 'Y' y y y PASS y y y y y PASS y y y y y y y y y PASS y y y y PASS 2 1 1 4 3 1 1 1 1 7 5 5 5 5 1 1 1 1 1 25 3 1 1 1 6 Level 1.5 - Thu, 27 Dec 2007 14:05:38 GMT http://www.scribd.com/doc/943309/LSService-Support-Assessment-Version-1-0 http://www.scribd.com/doc/943307/LSService-Delivery-Assessment-Version-1-0 ITIL Service Delivery Self Assessment: IT Service Continuity (Y)es or (N)o Level 1: Pre-requisites 1. Are at least some IT service continuity activities established within the organisation, e.g. business impact assessment, development of recovery plans? 2. Have the minimum operational requirements been determined by the business? 3. Has the organisation developed a business continuity strategy? Minimum score to achieve this level: 'Y' for all mandatory ('M') questions + 1 other answer 'Y' 0 0 0 FAIL 0 0 0 0 0 FAIL 0 0 0 0 0 0 0 FAIL 0 0 0 0 0 FAIL 0 Level 1.5: Management Intent 4. Has the pu Thu, 27 Dec 2007 14:05:03 GMT http://www.scribd.com/doc/943307/LSService-Delivery-Assessment-Version-1-0 http://www.scribd.com/doc/943301/Sample-IT-Budget Software Licensing Budget Unit Cost Client Machines: MS Office 2000 MS Project 2000 Visio Ver 5 Fiscal GUI license Server Software: Windows NT Server MS Exchange Server SQL Server Client Access Licenses: NT Server Connection SQL Server Exchange Server UNIX License Unibasic License IQ Query License 375.00 250.00 400.00 59.00 Quantity 120 15 8 32 Total 45,000.00 3,750.00 3,200.00 1,888.00 53,838.00 1,000.00 1,000.00 1,000.00 1 1 1 1,000.00 1,000.00 1,000.00 3,000.00 49.00 69.00 50.00 100.00 125.00 125.00 125 80 125 32 32 32 Total Licensing 6,125.00 5,520.00 6,250.00 3,200.00 4,000.00 4,000.00 29 Thu, 27 Dec 2007 14:02:45 GMT http://www.scribd.com/doc/943301/Sample-IT-Budget http://www.scribd.com/doc/943276/BSE-Science-Program SCIENCE Program Competencies After undergoing four years of the Science Program, the secondary school student is expected to have developed the following competencies: 1. Demonstrate understanding of basic science concepts is such ways as 1.1 explaining natural phenomena occurring in one’s environment 1.2 identifying the scientific principles involved in a particular situation 1.3 applying science concepts and principles to a given situation 2. Manifest scientific thinking in such ways as 2.1 2.2 2.3 2.4 2.5 2.6 2.7 identifying and formulating hypotheses designing simple experiments/investig Thu, 27 Dec 2007 13:50:48 GMT http://www.scribd.com/doc/943276/BSE-Science-Program http://www.scribd.com/doc/943275/BSE-Physics SCIENCE IV (Physics) Fourth Year At the end of the fourth year Science Program, the learner shall have developed the following competencies: I. Energy in Society 1. Appreciate the importance of energy resources and energy use in development 1.1 1.2 1.3 II. 1. Explain the role of energy in the development of human society Discuss examples of the interaction among energy, technology and society (e.g. effects of energy in the environment, economic growth and energy demand; energy resources and energy crisis, etc.) Infer that the total mass-energy in the universe is constant Energy and the Enviro Thu, 27 Dec 2007 13:50:23 GMT http://www.scribd.com/doc/943275/BSE-Physics http://www.scribd.com/doc/943274/BSE-Integrated-Science SCIENCE I (Integrated Science) First Year At the end of the first year Science Program, developed the following competencies: I. Basic Processes in Science 1. Relate how science and technology affect one’s belief, practices, and ways of thinking 1.1 Give examples of science and technology activities and/or products that affect one’s daily life Discuss the basis of local superstitions, beliefs and/or practices Discuss the importance of scientific values in decision making and problem-solving in daily life the learner shall have 1.2 1.3 2. Appreciate the contributions of outstanding local Thu, 27 Dec 2007 13:49:51 GMT http://www.scribd.com/doc/943274/BSE-Integrated-Science http://www.scribd.com/doc/943273/BSE-Chemistry SCIENCE III (Chemistry) Third Year At the end of the third year Science Program, the learner shall have developed the following competencies: I. 1. Introduction Appreciate the importance of Chemistry to daily life 1.1 1.2 1.3 1.4 2. Relate the importance of Chemistry to daily life Describe the role of Chemistry in society and industry Cite contributions of Chemistry to other sciences like medicine, nursing, nutrition, psychology, etc. Explain the different tasks of a chemist Appreciate the achievements of Filipino and foreign scientists in the development of chemistry and related technology 2 Thu, 27 Dec 2007 13:49:20 GMT http://www.scribd.com/doc/943273/BSE-Chemistry http://www.scribd.com/doc/943272/BSE-Biology SCIENCE II (Biology) Second Year After undergoing the second year Science Program, the learner shall have developed the following competencies: I. Nature of Biology 1. Understand the nature of biology as a science of life 1.1 Identify the unifying ideas in biology 1.2 Explain the different life processes 2. Understand biological concepts as applied in technology 2.1 Explain biological concepts in a given technology 3. Know the tools used in the development of biology and biotechnology 3.1 Identify the parts and function of the microscope 3.2 Name the special tools used in research and technolo Thu, 27 Dec 2007 13:48:50 GMT http://www.scribd.com/doc/943272/BSE-Biology http://www.scribd.com/doc/943271/BSE-Math-II GENERAL AND SPECIFIC COMPETENCIES IN MATHEMATICS II (Intermediate Algebra) A. Systems of Linear Equations and Inequalities 1. Demonstrate knowledge and skill in solving systems of linear equations in two variables and apply these in solving problems 1.1 define a system of linear equations in two variables 1.2 solve systems of linear equations in two variables 1.2.1 given a pair of linear equations in two variables, identify those whose graphs • • • intersect coincide are parallel 1.2.2 given a system of linear equations in two variables, find the solution graphically (i.e. by drawing th Thu, 27 Dec 2007 13:48:08 GMT http://www.scribd.com/doc/943271/BSE-Math-II http://www.scribd.com/doc/943268/BSE-Math-III GENERAL AND SPECIFIC COMPETENCIES IN MATHEMATICS III (Geometry) A. Geometry of Shape and Size 1. Demonstrate knowledge and skills related to undefined terms, angles, polygons and circle 1.1 describe the ideas of • • • point line plane 1.2 identify, and name the subsets of a line • segment • ray 1.3 name and identify the parts of an angle 1.4 determine the measure of an angle using a protractor 1.5 illustrate different kinds of angles • acute • right • obtuse 1.6 define, identify and illustrate different kinds of polygons according to the number of sides 1.6.1 identify the pa Thu, 27 Dec 2007 13:47:33 GMT http://www.scribd.com/doc/943268/BSE-Math-III http://www.scribd.com/doc/943265/BSE-Math-1 INTRODUCTION The learning competencies of the mathematics program of the 2002 Secondary Education Curriculum include • • • program competencies expected of a secondary school graduate; core competencies which contain the minimum essentials for each curriculum year; and competencies for Extended Learning which are additional competencies for advanced classes. Progression of competencies is by year level, unit to unit, across year levels and from simple to complex. The competencies reflect the strategies such as establishing relationships between quantities, looking for pattern, making pre Thu, 27 Dec 2007 13:46:38 GMT http://www.scribd.com/doc/943265/BSE-Math-1 http://www.scribd.com/doc/943263/BSE-Math-IV GENERAL AND SPECIFIC COMPETENCIES IN MATHEMATICS IV (Advanced Algebra, Trigonometry and Statistics) A. Functions 1. Demonstrate knowledge and skill related to functions in general 1.1 define a function 1.2 differentiate a function from a mere relation • • • • • real life relationships set of ordered pairs graph of a given set of ordered pairs vertical line test given equation 1.3 illustrate the meaning of the functional notation f(x); determine the value of f(x) given a value for x B. Linear Functions 1. Demonstrate knowledge and skill related to linear functions and apply in solvin Thu, 27 Dec 2007 13:45:29 GMT http://www.scribd.com/doc/943263/BSE-Math-IV http://www.scribd.com/doc/943259/BSE-English LEARNING COMPETENCIES ENGLISH I LISTENING 1. Adjust listening strategies (marginal, selective, attentive, critical) in relation to the main purposes of listening, one’s familiarity with the topic and level of difficulty of a text describing a process and narrating short accounts 1.1 1.2 Determine the type of listening suited to a given text and employ appropriate strategies called for to make sense of the text Listen to determine steps in a process in informative texts 1.2.1 Listen to explanations of specific processes noting sequence and cause-effect relationships 1.3 Determine the informat Thu, 27 Dec 2007 13:43:11 GMT http://www.scribd.com/doc/943259/BSE-English http://www.scribd.com/doc/943142/eva-europe-vol2-prefinal Graham Attwell (ed.) Evaluating E-learning A Guide to the Evaluation of E-learning Evaluate Europe Handbook Series Volume 2 *Graham Attwell (ed.) Evaluating e-learning A guide to the evaluation of e-learning Evaluate Europe Handbook Series Volume 2 ISSN 1610-0875 2006 This work is licenced under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-ncsa/2.0/de/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Design and layout: Dirk Stieglitz, Bremen, Germany Thu, 27 Dec 2007 13:17:50 GMT http://www.scribd.com/doc/943142/eva-europe-vol2-prefinal http://www.scribd.com/doc/943129/mcrubric Making Connections Lesson Plan Rubric Lesson Plan Title: ______________________________________________________________________ Subject Area: _________________________________________________ Grade Level: ____________ The criteria listed in this rubric can be used to evaluate standards-based, technology-rich lesson plans. Element State Content Standards and Local Curriculum 0 points 1 point 2 points 3 points Item Point (s) Comments Content The lesson provides no connection to local curriculum or to state content standards. The lesson provides some connection to local curriculum with a few ref Thu, 27 Dec 2007 13:12:09 GMT http://www.scribd.com/doc/943129/mcrubric http://www.scribd.com/doc/943127/standard-framework 30 Aug 2005 Create your methodology based on a standard framework (1) by Lucas Rodríguez Cervera of Nevant This article, the first of a series of three, gives some tips on designing and implementing a methodology based on a standard framework such as ITIL or PMBoK. OK. So you have decided that your organization has to improve the way in which it works. You have chosen to implement a methodology as the best way to achieve this goal. And now you ask yourself, where do I start? Whatever the discipline you are trying to model (from software development to supply chain management), it is highly Thu, 27 Dec 2007 13:09:30 GMT http://www.scribd.com/doc/943127/standard-framework http://www.scribd.com/doc/943119/ADDIEFlowchartbyIntulogy Conduct Instructional Analysis Revise Instructional Design Document 1. Discover Existing Resources Review Resources with Client 2. De ne Goals as Measurable Business Metrics Write Performance Objectives Review Performance Objectives Plan Instructional Strategy Choose Delivery Method Write Instructional Design Document Review Instructional Design Document 3. Develop Prototype Analyze Learners and Contexts Revise Performance Objectives Review Prototype Measure Improvement and Gaps 4. Produce Training Materials Conduct Tabletop Review Pilot the Course Client Feedback from Pilot Launch Thu, 27 Dec 2007 13:05:47 GMT http://www.scribd.com/doc/943119/ADDIEFlowchartbyIntulogy http://www.scribd.com/doc/943115/SWOT-and-Directives-grp1 Name of Coordinator 1. Nicolas De Mesa 2. Evelyn C. Frusa 3. Cristopher T. Frusa 4. Rodelyn V. Mahinay 5. Michael C. Libron 6. Merlita P. Pasilao 7. Betty L. Herceda 8. Roger A. Martinez 9. Omar O. Bernal 10. Melba S. Torrilla ICT Integration Component Teachers’ Training Region/Division Region XIII Region XII/Koranadal City Region XII/South Cotabato Region XI/Compostela Valley Region XII/Kidapawan City Region I/Pangasinan I Region XII/Davao City Region XI/TAgum City NCR/Pasig Region XII/Cotabato Strength Some divisions have ICT master trainers Willingness to undergo training Weakness Some d Thu, 27 Dec 2007 13:03:01 GMT http://www.scribd.com/doc/943115/SWOT-and-Directives-grp1 http://www.scribd.com/doc/943113/guidebook-technology-intergration-plan Guidebook for Developing an Effective Instructional Technology Plan Version 2.0 prepared by Graduate Students at Mississippi State University participating in TKT 8763 – Seminar in Planning for Instructional Technology Instructor: Dr. Larry Anderson Internet: LSA1@Ra.MsState.Edu Mississippi State University Revised Spring 1996 1 *Table of Contents Authors................................................................................................................................................ 4 Preface ................................................................................. Thu, 27 Dec 2007 13:01:40 GMT http://www.scribd.com/doc/943113/guidebook-technology-intergration-plan http://www.scribd.com/doc/943041/educators-guide-iteval Archived Information AN EDUCATOR'S GUIDE TO EVALUATING THE USE OF TECHNOLOGY IN SCHOOLS AND CLASSROOMS 1998 U.S. Department of Education Office of Educational Research and Improvement **AN EDUCATOR'S GUIDE TO EVALUATING THE USE OF TECHNOLOGY IN SCHOOLS AND CLASSROOMS Prepared by: Sherri Quiñones and Rita Kirshstein Pelavin Research Center American Institutes for Research 1000 Thomas Jefferson St., NW, Suite 400 Washington, D.C. 20007 Prepared for: U.S. Department of Education Office of Educational Research and Improvement Nancy Loy, Project Officer *The U.S. Department of Education, thr Thu, 27 Dec 2007 12:38:31 GMT http://www.scribd.com/doc/943041/educators-guide-iteval http://www.scribd.com/doc/941822/effpraceassess Effective Practice with e-Assessment An overview of technologies, policies and practice in further and higher education *The Joint Information Systems Committee (JISC) supports UK post-16 and higher education and research by providing leadership in the use of Information and Communications Technology in support of learning, teaching, research and administration. JISC is funded by all the UK post-16 and higher education funding councils. www.jisc.ac.uk 1 *Effective Practice with e-Assessment Further information For further information about this publication or about the work of JISC on e-ass Thu, 27 Dec 2007 03:39:56 GMT http://www.scribd.com/doc/941822/effpraceassess http://www.scribd.com/doc/941819/effectivepracticeelearning Effective Practice with e-Learning A good practice guide in designing for learning *The Joint Information Systems Committee (JISC) supports UK post-16 and higher education and research by providing leadership in the use of Information and Communications Technology in support of learning, teaching, research and administration. JISC is funded by all the UK post16 and higher education funding councils. The JISC e-Learning Programme promotes the development of national and international standards for effective e-learning in collaboration with partner agencies, national strategic bodies and in con Thu, 27 Dec 2007 03:34:53 GMT http://www.scribd.com/doc/941819/effectivepracticeelearning http://www.scribd.com/doc/938973/GerryWhiteACEC06 education.au limited TALES FROM THE EDGE How the web is changing learning 3/10/2006 Commercial in Confidence *Tales from the edge - How the web is changing learning ACEC 06 Gerry White education.au limited Abstract ..................................................................................................1 1 Introduction .......................................................................................2 2 History of the web.............................................................................2 3 Criteria for take-up...................................................... Wed, 26 Dec 2007 08:29:56 GMT http://www.scribd.com/doc/938973/GerryWhiteACEC06 http://www.scribd.com/doc/938829/skoool-alignment-form1 Skoool e-Learning Curricular Alignment Workshop Group Number: Member Name DepeD Region No. e-mail Address Title of the Subject Area: Instructional Goals: Describe the desired high level ends of the subject area Mark X the particular goal that Skoool instructional event provides realization 1. 2. 3. 4. 5. 6. 7. 8. Specific Subject Title: a. Learning Outcomes Specify the performance objectives in terms of what the students must be able to understand and be able to do. (Specific and measurable) b. Learning Topic List down the specific content topic to be learned or activity topic to be perform Wed, 26 Dec 2007 06:24:28 GMT http://www.scribd.com/doc/938829/skoool-alignment-form1 http://www.scribd.com/doc/937266/ict-in-teaching-learning-v11 Aralanet On-line Learning Webboard Integration of Internet Tools and On-line Content in Instruction and Learning *LICENSING STUFF This is an open content presentation to promote an integrative and open source framework in using Infocommunications technology in support of instruction, learning and administration. There are information, documents and software introduced in this presentation that belong to the cited author(s) or company(s), and subject to the copyright and licensing terms of the original author/s. 12/25/2007 www.aralanet.org 2 *PRESENTER: JOHN J. MACASIO • • • • • Tue, 25 Dec 2007 10:47:50 GMT http://www.scribd.com/doc/937266/ict-in-teaching-learning-v11 http://www.scribd.com/doc/936720/aralanet-ict-briefing-v11 Educator’s ICT Briefing AralaNET – On-line Learning Service Framework for Transformative Education for ALL ©2007 jmacasio. www.aralanet.org Some rights reserved.. *Licensing Stuff and Copyright This is an open content presentation to promote the integrative use of the computer applications and Internet technologies to support business improvement, productivity and efficiency of the small and medium enterprises. There are some information, documents and software introduced in this presentation that belong to the cited author(s) or company(s), and subject to the copyright and licensing te Tue, 25 Dec 2007 02:22:58 GMT http://www.scribd.com/doc/936720/aralanet-ict-briefing-v11 http://www.scribd.com/doc/936566/performance-rubric-template Performance Evaluation Rubric Template (Describe here the task or performance that this rubric is designed to evaluate.) Beginning 1 Developing Accomplished 2 3 Exemplary 4 Score Description of Stated identifiable Objective or performance Performance characteristics reflecting a beginning level of performance. Description of identifiable performance Description of characteristics identifiable performance reflecting development characteristics and reflecting movement mastery of performance. toward mastery of performance. Description of identifiable performance Description of identifiable char Tue, 25 Dec 2007 01:30:30 GMT http://www.scribd.com/doc/936566/performance-rubric-template http://www.scribd.com/doc/936544/on-line-learning-strategic-plan On-line Learning Project Strategic Directives 1. EDUCATION VISION/MISSION/GOALS 2. VALUES ON EFFECTIVE TEACHING AND LEARNING *3. CURRENT STATE OF INSTRUCTION AND LEARNING: Components PEOPLE PROCESS CONTENT TECHNOLOGY INSTRUCTION LEARNING *4. TO BE STATE OF INSTRUCTION AND LEARNING: Components PEOPLE PROCESS CONTENT TECHNOLOGY INSTRUCTION LEARNING *5. STATEMENT OF OBJECTIVES TO IMPROVE INSTRUCTION AND LEARNING THROUGH ON-LINE LEARNING OBJECTIVE 1: OBJECTIVE 2: OBJECTIVE 3: OBJECTIVE 4: 6. ESSENTIAL CONDITIONS FOR THE REALIZATION CONDITION 1: CONDITION 2 CONDITION 3: *7. IMPLEMEN Tue, 25 Dec 2007 01:26:21 GMT http://www.scribd.com/doc/936544/on-line-learning-strategic-plan http://www.scribd.com/doc/934997/41340 CREATING & CONNECTING//Research and Guidelines on Online Social — and Educational — Networking NATIONAL SCHOOL BOARDS ASSOCIATION *CONTENTS Creating & Connecting//The Positives . . . . . . . . Page 1 Creating & Connecting//The Gaps . . . . . . . . . . . . Page 4 Creating & Connecting//Expectations and Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7 Striking a Balance//Guidance and Recommendations for School Board Members . . . . . . . . . . . . . . . . . . Page 8 Online social networking is now so deeply embedded in the lifestyles of tweens and teens that it Mon, 24 Dec 2007 13:12:01 GMT http://www.scribd.com/doc/934997/41340 http://www.scribd.com/doc/934921/cyberguide-content-evaluation WWW CYBERGUIDE RATINGS FOR CONTENT EVALUATION Site Title: _______________________________________________ Subject: _____________________________________ URL: _____________________________________________________ Audience: _________________________________ Purpose for exploring this site: ___________________________________________________________________________ Notes on possible uses of this site and URLs for useful linked sites: ______________________________________________ ____________________________________________________________________________________________________ _________________ Mon, 24 Dec 2007 12:08:48 GMT http://www.scribd.com/doc/934921/cyberguide-content-evaluation http://www.scribd.com/doc/934892/lmsselectiontipsf 382 TIPS on the LMS or LCMS Selection of an *382 Tips for Selection of an LMS or LCMS | 2 Table of Contents I. How to use these tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 B. The tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 C. The tipsters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mon, 24 Dec 2007 11:56:46 GMT http://www.scribd.com/doc/934892/lmsselectiontipsf http://www.scribd.com/doc/934385/Free-Open-Source-Software-Primer IOSN International Open Source Network An Initiative of the UNDP’s Asia-Pacific Development Information Programme Free/Open Source Software A General Introduction Kenneth Wong and Phet Sayo *UNDP-IOSN - Free/Open Source Software: A General Introduction Preface...............................................................................................5 Introduction........................................................................................6 What is Free/Open Source Software?............................................................6 The FOSS philosophy.................... Mon, 24 Dec 2007 11:14:09 GMT http://www.scribd.com/doc/934385/Free-Open-Source-Software-Primer http://www.scribd.com/doc/934370/quizcenter-v1 Quiz Center Online quiz maker ****************************** Mon, 24 Dec 2007 11:04:26 GMT http://www.scribd.com/doc/934370/quizcenter-v1 http://www.scribd.com/doc/934362/webmail-v1 About Web Mail email address please… *Licensing Stuff and Copyright This is an open content presentation of the body of knowledge, Internet services, documentation and open source software to jumpstart the effective and efficient use of the Internet and related technologies to support instruction and learning. The information, documents and software introduced in this presentation belong to the cited author(s) or company(s), and subject to the copyright and licensing terms of the original author/s. This educational presentation does not claim connection nor represents the cited services, pr Mon, 24 Dec 2007 10:51:45 GMT http://www.scribd.com/doc/934362/webmail-v1 http://www.scribd.com/doc/934172/wiki-v1 Wiki Publish online… *Essential Skills Create Account Write Publish Create Link Insert Images *Wiki Service Providers www.yourname.wikispaces.com ************************** Mon, 24 Dec 2007 08:09:19 GMT http://www.scribd.com/doc/934172/wiki-v1 http://www.scribd.com/doc/933918/searchengine-v1 About Search Engine Information please… *Licensing Stuff and Copyright This is an open content presentation of the body of knowledge, Internet services, documentation and open source software to jumpstart the effective and efficient use of the Internet and related technologies to support instruction and learning. The information, documents and software introduced in this presentation belong to the cited author(s) or company(s), and subject to the copyright and licensing terms of the original author/s. This educational presentation does not claim connection nor represents the cited services, Mon, 24 Dec 2007 07:00:03 GMT http://www.scribd.com/doc/933918/searchengine-v1 http://www.scribd.com/doc/933910/weblogs-v1 About Web Log On-line learning through lesson web log… *Licensing Stuff and Copyright This is an open content presentation of the body of knowledge, Internet services, documentation and open source software to jumpstart the effective and efficient use of the Internet and related technologies to support instruction and learning. The information, documents and software introduced in this presentation belong to the cited author(s) or company(s), and subject to the copyright and licensing terms of the original author/s. This educational presentation does not claim connection nor represents the Mon, 24 Dec 2007 06:54:36 GMT http://www.scribd.com/doc/933910/weblogs-v1 http://www.scribd.com/doc/933760/Rubric-to-Evaluate-a-Lesson-Plan Rubric to Evaluate a Lesson Plan (Describe here the task or performance that this rubric is designed to evaluate.) Beginning Developing Accomplished Exemplary 1 • Minimal hands-on activities used and unfocused. Sources are minimal or inappropria te for learning goal. Information is vague and provides unsignifica nt contributio n to the students' project. Lesson purpose is unclear. • 2 The handson experience needs more structure. • The sources provided to the students are minimal. • The information is vague, and opinions and ideas are provided for the students • Lesson purpose is conf Mon, 24 Dec 2007 05:37:29 GMT http://www.scribd.com/doc/933760/Rubric-to-Evaluate-a-Lesson-Plan http://www.scribd.com/doc/933742/skoool-usability-form2 Subject Area: Assessment Components A. Instructional Design YES NO Unsure 1. The learning objectives and goals of the e-learning application are appropriately and clearly stated 2. The presentation and organization of the content, as well as the 3. 4. 5. 6. 7. related activities, support the specified learning objectives and goals Learning objectives and goals of the e-learning application can be correlated to the specific standard or performance criteria shared in your educational setting The instructional content of the digital material can addressed certain needs of the school’s student Mon, 24 Dec 2007 05:27:04 GMT http://www.scribd.com/doc/933742/skoool-usability-form2 http://www.scribd.com/doc/933648/InformationLiteracyStandards-final INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING STANDARDS AND INDICATORS Prepared by the American Association of School Librarians Association for Educational Communications and Technology *Copyright © 1998 by the American Library Association and the Association for Educational Communications and Technology. This work is licensed under a Creative Commons License. Excerpt from Information Literacy Standards for Student Learning, published by the American Library Association. The full publication includes a chapter on the philosophy and the mission and goals of the information literac Mon, 24 Dec 2007 04:34:12 GMT http://www.scribd.com/doc/933648/InformationLiteracyStandards-final http://www.scribd.com/doc/933644/Course-Plan-Template Course Name Instructional Design Planning Document TEMPLATE Instructional Design/Course Writers: • Name(s)of individuals who contributed to the plan Plan Prepared by: Name of person who prepared the plan Date: date here *Copyright Include copyright information, if applicable *TEMPLATE • Contents Contents REVISION RECORD.................................................................................................................................................................... IV PLANNING CONTEXT..................................................................................... Mon, 24 Dec 2007 04:31:24 GMT http://www.scribd.com/doc/933644/Course-Plan-Template http://www.scribd.com/doc/933640/Bloomrevised Revised Taxonomy of Educational Objectives* Cognitive Process Dimension Knowledge Dimension This revised Bloom’s Taxonomy will assist you as you work to improve instruction to ensure that standards, lessons, and assessments are aligned. lessons are cognitively rich. instructional opportunities are not missed. 1. Remember: retrieving relevant knowledge from long term memory 1. Recognizing 2. Recalling 2. Understand: determining the meaning of instructional messages 1. Interpreting 2. Exemplifying 3. Classifying 4. Summarizing 5. Inferring 6. Comparing 7. Explaining 3. Apply: carrying out Mon, 24 Dec 2007 04:21:44 GMT http://www.scribd.com/doc/933640/Bloomrevised http://www.scribd.com/doc/933631/Teacher-ICT-needs-analysis ICT Skills Audit Teacher 12 Teacher 11 notes Basic to Computer Use • Recognize computer devices and software • Know how to power on and computer shutdown • Use the keyboard and mouse pointing device • Identify and use the program, file, directory, windows icons Word processing • Understand how a word processor can be used • Use simple editing, e.g. bold, centering, etc. • Know how to layout text, paragraph and pictures • Import text & images into document • Know how to mail merge and print • Know convert document to PDF Multimedia and Web Presentation • Understand the so Mon, 24 Dec 2007 04:09:26 GMT http://www.scribd.com/doc/933631/Teacher-ICT-needs-analysis