Course SyllabusEssay Preview: Course SyllabusReport this essayWhere to Go to ClassMain: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.
Learning-Team-A, B, C, D, E and F: These six Learning Team forums will be used as workrooms for the learning teams. You will be assigned to one of these learning teams.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. . You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.
NOTE: Please post all of your written assignments through your grade book.PoliciesFor class policies, please see the Policies link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.
Late AssignmentsLate assignments receive a 5% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments through email to the instructor and post to the grade book when systems are restored. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.
Learning TeamsUniversity of Phoenix students are expected to work effectively in diverse groups and teams to achieve tasks. They must collaborate and function well in team settings as both leaders and followers. They should respect human diversity and behave in a tolerant manner toward colleagues and peers. If you experience difficulties working with your team, you are expected to resolve them within the team if possible. However, please feel free to contact me for guidance if you have concerns in this area. Because Learning Team projects are outcome-based, all members of your Learning Team will generally earn the same grade for Learning Team projects. However, I reserve the right to report different grades for different Learning Team members if I see a substantial imbalance in individual contribution. Learning Teams should provide a brief summary of any communication held outside the forum. Therefore, if you hold conference calls, work in a real-time chat room, or get together outside the OLS (Online Learning System) environment in another way, please post a log, transcript, or summary in the Learning Team forum. Further, do not use any of these supplementary communication tools unless everyone on your Learning Team agrees to the method and to the schedule. If you have any questions, please contact me.
Several of the assignments in this class will be completed in Learning Teams of three to five students. I will set up these teams by the end of Week 1. If you have any requests for teammates, please let me know by Thursday of the first week via your Individual Forum. Learning Team Charters and Peer Evaluation forms are required. Please see the instructions in the weekly sections for more information. All Learning Team assignments must be submitted by the Team Leader in the grade book section.
It is expected that you will actively participate with your learning team and contribute to the team discussions by a) contributing original work that is accepted and used by the team with proof of originality b) participating in the project from assignment organizing through meaningful final review of the team project for submission, and c) ensuring to your team that your contributions are your original work and properly quoted, cited, and referenced.
In order to create structure for your Learning Team, you will complete a Learning Team Charter during Weeks 1. Although there are no points associated with this assignment, failure to post the charter by the due date will result in a 2-point deduction in participation points for the week
After each Learning Team project, you will have the opportunity to submit a “Learning Team Evaluation” to assess the contributions of each member of your Learning Team (including yourself). Submission of the Team Evaluation is optional and, if not submitted on a timely basis, I will assume you believe that all team members are contributing equally. I will take these evaluations into account and occasionally monitor the learning teams newsgroups when assessing individual contributions to the Learning Team projects. A portion of the total participation points will be based on learning team participation. You can also submit one learning team evaluation at the end of the course. List the assignments covered by the evaluation or note “all”. There will be no points earned for submitting the learning team evaluations.
The curriculum
Your course and course of study
The course of study requires that each student undergo a written assessment. It is important to discuss the assessment with your teacher when planning the course of study.
I recommend that the student review this assessment when planning a course of study. To make it easier for the student to make this assessment, I have included the individual ratings of all teaching assistants and teachers at the time of my evaluation. In addition, the students should review these individual assessments before making any final decisions on the course of study. These assessments will affect the outcomes of the individual evaluations.
I will take all assessments once and have them reviewed with my teacher every year. I’ll make sure to update any assessments I have made with a weekly or monthly update at the end of the year.
I ask for a copy of the “Introduction to Learning Evaluation” in my Teaching Assistant’s Manual.
I also ask that this evaluation review the learning team evaluations in a way that reflects a student’s past learning experiences. This involves re-re-reviewing this assessment or making changes in the student’s evaluation to take advantage of the opportunity to add a student’s own views.
The teacher must determine that the specific student’s experiences relate well to the evaluation and that any change should be based only on student experiences.
The teacher must evaluate the “preferred learning project” in question. If the student’s experience is different, make adjustments that are appropriate specifically for these different students, including moving the focus to student characteristics of these students, to make them more “adaptive” or “better.” If the student’s experience is different, adjust the teacher’s assessments about the same. If the student’s experience isn’t different, make adjustments to the student assessments that are relevant and include some of the students’ previous experiences. My evaluation should reflect who is best prepared. As I write, “differences” in the experience among students are not related to the evaluation. “Experience” is a variable: it relates to what was the student’s experience or what “learned this moment” involved in learning about the evaluation project. The individual rating of each student is not a measure of individual learning.
Each student may be evaluated three or four times a year, per school.
The evaluation period
Your assessment should start on or shortly after the beginning of the course of study and last for at least three year. This assessment process is a lot of fun for me, since I know what the student is interested in at that time as well as what I’m doing and making.
I offer a weekly opportunity to send the evaluation back to that student for further evaluations. I also offer a special email invitation to each teacher a week before evaluation.
Each teacher needs the assignment for an evaluation before it is sent to the class. Each teacher’s assignment is considered final one day later. It only takes four days for the approval of the evaluation and I also must send the teacher a letter from the evaluation committee stating that all evaluations are final, but that no changes were made or that the individual evaluations were finalized. I write assignments before the assessment, but my teachers are often not on time to work on the evaluation of student and teacher evaluations. The assignments may be on the class schedule. The evaluation committee may reject an individual evaluations with no further
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