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What Makes a Great Lesson Plan Interactive Presentation

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What Makes a Great Lesson Plan Interactive Presentation

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What makes a great Lesson Plan?

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A great lesson plan provides a clear overview for learning, regardless of the material or subject you're teaching. Your lesson plans don't have to be complicated or lengthy; they should only include information on what you're preparing, how you'll teach it, and what you want your students to achieve as part of the curriculum. Quality lessons tie prior knowledge and understanding and flow easily, connecting ideas and concepts.

What Makes A Great Lesson Plan?

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At the end of a truly great lesson, you know (for certain!) the following:

1. Every student in your class engaged with the material

2. Every student in your class moved forward in their understanding and/or development of skills

3. Every student in your class knows what they learned, why they learned it, and what their next steps are

What Makes A Great Lesson Plan?

Click each factor to find out how great lesson plans are made!

1. Lesson Objectives

6. Learning Activities

5. Dynamic Opening

2. Related Requirements

3. Pre-Assessment

4. Be Prepared

Conclusion

7. Regular Assessment

8. Closing

9. Evaluation

Factors that Make a Great Lesson Plan

(Back to factors page)

Every lesson plan must begin with determining what students will need to learn or be able to do after the session. The most exemplary objectives are action-oriented and concentrate on the class' most significant and critical learning demands. They should be quantifiable so that instructors can keep track of students' progress, verify that new ideas are grasped before moving on, and be realistic in time constraints.

1. Lesson Objectives

Examples:

Describe the general structure of a tale, including how the beginning of the narrative initiates the action as well as how the finale brings the action to a close.

When conducting tests, collecting measurements, or completing technical activities, follow a multistep method to the letter.

Know how to solve real-world and quantitative issues using the volume formulas for cones, cylindrical, and hemispheres.

Teachers might incorporate larger objectives that expand beyond a particular session, such as critical writing or depth of understanding, in addition to the lesson's objectives. This makes it easier to connect learning to other criteria such as grade-level expectations.

2. Find Related Requirements

A preassessment can be a formal pretest but can also be a planned activity that allows students to explore the learning objectives while you gather information about their mastery levels. It is helpful to conduct your pre-assessment prior to beginning the lesson, so you have the time to plan instruction based upon current student understanding.

Are you teaching new content or revisiting what you presented in a previous session with this lesson? A quality lesson plan includes an assessment of your students, so you understand what the students need to be successful. Some of your pupils may have less background knowledge and need additional support while others have previously mastered the content and are ready for enrichment.

3. Pre-Assessment: Determine the Needs of Your Students

Construction Paper

Glue

Scissors

Colored Pencils

Tools and resources that you may require during the lesson should be arranged and gathered ahead of time. Make a list of all the things you'll need to present a lesson such as paper and notebooks. Technological resources, such as laptops and integrated learning apps or webpages, should be listed as well and tested in advance to ensure smooth performance during instruction.

4. Be Prepared - List the Resources You Need

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Engage your students in the lesson from the beginning of the learning. Create an experience that creates excitement in the content and makes the learning relevant for students. After all, if the students aren't invested, they will not learn at a high level. Creating enthusiasm for the learning through the use of novelty, humor, or cognitive dissonance will help launch your lesson. Helping the students find relevance about the learning will also increase engagement. Tying the learning to a student's future goals or to current events can increase relevance. Your dynamic openings should align tightly to the learning objectives. Providing a clear statement of the learning objective often can be part of the dynamic opening.

5. Dynamic Opening

Movement: Find ways to incorporate movement every 20 minutes or so. Bonus points if you can utilize activities that incorporate movement and content into the same activity (teaching vocabulary terms with movements is a great way to practice this).

Read, write, think, talk lesson plans: Create lessons that incorporate these four actions and you'll guarantee some serious engagement.

Cold-calling: Stop asking kids to raise their hands. Instead, start randomly calling on kids. Yes, this is awkward and uncomfortable. Keep a cup full of popsicle sticks with your students' names on them if you can't keep track.

Here are some examples to help every student stay engaged:

The step-by-step overview of the session is the true essence of a lesson plan. Teachers need to divide the lesson into discrete learning activities. For example, the methods by which they will teach the material and explain what will transpire in the classroom throughout each part.As activities account for most of the learning time, it's critical to include a range of them in a single lesson plan. Giving students new methods to explore and opportunities to apply what they've studied helps them retain what they learned while providing valuable experiences they may apply to other aspects of their lives.

6. Learning Activities

Hover over these buttons to read more about each.

Conferences

In-class assignments and activities

Group presentations and discussion

Examples:

Is the lesson accomplishing its goals? Teachers can find out by incorporating some type of evaluation, such as checking for understanding over each chapter studied in the class. If the goal is for pupils to comprehend a subject, the instructor might have them do an activity that involves discussing or applying that idea. If the goal is to learn a new skill or perhaps enrich an existing one, the evaluation might ask pupils to demonstrate their mastery of that talent. This phase is made easier if the goal is one that can be measured.

Portfolios

Exit Tickets

7. Perform Regular Assessment

At the end of the lesson, it is important to provide closure. There are innumerable ways to effectively close a lesson. Closure can be a short and simple statement or include a brief formative assessment. The critical attribute of closure is providing affirmation of the learning objective and clarifying any misunderstandings.

8. Close the Lesson

Were the students able to achieve their goals? Could they set their own goals?

In what areas did students require the greatest assistance?

What worked well, and what didn't?

Examples of reflective questions:

After the lesson, teachers can pause for a moment and jot down some observations from the class as well as their own opinions on the subject matter. Including reflection in the process provides opportunity for ongoing development, to recognize barriers to learning, and develop more effective lessons in the future.

9. Evaluation and Reflection

Effective lesson planning can also contribute to the teacher's own success and well-being. Teachers teach because they want to support students, and effective lesson planning can contribute to job satisfaction when a lesson is successful or a student does well on an assessment. Having a skillfully-planned lesson can also make the act of teaching more pleasurable by increasing the teacher's confidence in themselves and letting them focus more on interaction with the students than on what is supposed to happen next. Importantly, good planning can save time by avoiding last-minute efforts to buy supplies or create materials needed for a day in the classroom. Teachers can use that reclaimed time for themselves or other parts of their lives, increasing work-life balance.

Helps students and teachers understand the goals of an instructional module

Allows the teacher to translate the curriculum into learning activities

Aligns the instructional materials with the assessment

Aligns the assessment with the learning goal

Helps assure that the needed instructional materials are available

Enables the teacher to thoughtfully address individual learning needs among students

Effective lesson planning contributes to successful learning outcomes for students in several ways. A well-designed lesson plan:

Conclusion

Got an idea?

Let the communication flow!

Generate experiences with your content.

It's got the Wow effect. Very Wow.

Make sure your audience remembers the message.

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience's minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what's more, we retain 42% more information when the content moves.

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EDFD697_Weeks 56_Makes a Great Lesson Plan?

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Start Previous Next A great lesson plan provides a clear overview for learning, regardless of the material or subject you're teaching. Your lesson plans don't have to be complicated or lengthy; they should only include information on what you're preparing, how you'll teach it, and what you want your students to achieve as part of the curriculum.

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All of the videos below were filmed in front of a green screen.

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Adapted from W.K. Kellogg Foundation Logic Model Development Guide

Constructing and Developing a Logic Model

Tips

Programs

Components

Examples

Outputs and Outcomes

Purpose

Template

Inputs and Activities

Broad Overview

Feel free to go through the sections of this module in any order.

Contents

A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve.Go to the next page to read on.

What is a Logic Model?

YOUR INTENDED RESULTS include all of the program's desired results (outputs, out- comes, and impact). 3. Outputs are the direct products of program activities and may include types, levels and targets of services to be delivered by the program. 4. Outcomes are the specific changes in program participants' behavior, knowledge, skills, status and level of functioning. Short-term outcomes should be attainable within 1 to 3 years, while longer-term outcomes should be achievable within a 4 to 6 year timeframe. The logical progression from short-term to long-term outcomes should be reflected in impact occurring within about 7 to 10 years. 5. Impact is the fundamental intended or unintended change occurring in organizations, communities or systems as a result of program activities within 7 to 10 years. In the cur- rent model of WKKF grantmaking and evaluation, impact often occurs after the conclu- sion of project funding.

YOUR PLANNED WORK describes what resources you think you need to implement your program and what you intend to do. 1. Resources include the human, financial, organizational, and community resources a program has available to direct toward doing the work. Sometimes this component is referred to as Inputs. 2. Program Activities are what the program does with the resources. Activities are the processes, tools, events, technology, and actions that are an intentional part of the program implementation. These interventions are used to bring about the intended program changes or results.

How to "Read" a Logic Model

Program Evaluation and Strategic Reporting

Program Implementation

Program Design and Planning

Click the lightbulbs to read more!

The Purpose of Logic Models

Inputs: Resources and barriers, such as funding and regulations, impact program effectiveness.

Activities: The tools, processes, and actions in a program aimed at achieving desired results.

Outputs: The quantifiable results of program activities, reflecting the delivery of services and products to the intended audience.

Outcomes: Individual-level changes expected from program activities.

Impacts: Program-induced changes, including improvements, capacity growth, and policy shifts

As you conceptualize your program, begin by describing your basic assumptions and then add the following program components in the order that they should occur.

Basic Logic Model Components

The processes, techniques, tools, events, technology, and actions of the planned program. These may include products - promotional materials and educational curricula; services - education and training, counseling, or health screening; and infrastructure - structure, relationships, and capacity used to bring about the desired results.

Resources and/or barriers, which potentially enable or limit program effectiveness. Enabling protective factors or resources may include funding, existing organizations, potential collaborating partners, existing organizational or interpersonal networks, staff and volunteers, time, facilities, equipment, and supplies. Limiting risk factors or barriers might include such things as attitudes, lack of resources, policies, laws, regulations, and geography.

Activities

Inputs

Basic Logic Model Components

Organizational, community, and/or system level changes expected to result from program activities, which might include improved conditions, increased capacity, and/or changes in the policy arena.

Specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level.

The direct results of program activities. They are usually described in terms of the size and/or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended "dose." A program output, for example, might be the number of classes taught, meetings held, or materials produced and distributed; program participation rates and demography; or hours of each type of service provided.

Impacts

Outcomes

Outputs

Basic Logic Model Components

Online logic model builders like TheoryofChange.org and OutcomeTracker are web-based platforms that offer pre-designed templates and guidance for creating comprehensive logic models. These tools are user-friendly and suitable for both beginners and experienced users, as they streamline the process of developing logic models by providing step-by-step assistance. They often include options for customization, making it easier for individuals and organizations to adapt their models to specific project needs.

Online Logic Model Builders

Lucidchart offers a wide range of templates and shapes specifically designed for building logic models and other types of diagrams. Lucidchart's collaborative features make it a convenient choice for teams working together on program planning and evaluation projects.

Lucidchart

Excel and Powerpoint offer a user-friendly interface for organizing and displaying information, making it suitable for simple logic models. While it may not have the advanced features of dedicated logic modeling software, it can be a cost-effective and accessible option for logic model development.

Microsoft Office

Here are a few example applications you can use to create your logic model.

Logic Model Creation Applications

Impacts

Outcomes

Outputs

Activities

Inputs

Below is an example template of what your Logic Model graphic might look like.

Graphic Template

Click the examples below to show real-world uses of different logic models.

Real World Examples

Flexibility

Educate and Communicate

Iterative Process

Balance Realism with Aspiration

Focus on Outcomes

Clarity and Simplicity

Use for Program Improvement

Continuous Revision

Involve Stakeholders

Click the dots below for a few tips for creating and utilizing logic models in a professional setting.

Logic Model Tips

Logic models can help program staff and stakeholders clearly understand the program's goals and how they will be achieved. This is particularly valuable for securing support and funding.

The ultimate purpose of the logic model is to track and achieve desired outcomes. Make sure to clearly define and measure outcomes, ensuring they align with the program's mission and objectives.

In Program Design and Planning, a logic model serves as a planning tool to develop program strategy and enhance your ability to clearly explain and illustrate program con- cepts and approach for key stakeholders, including funders. Logic models can help craft structure and organization for program design and build in self-evaluation based on shared understanding of what is to take place. During the plan- ning phase, developing a logic model requires stakeholders to examine best practice research and practitioner experience in light of the strategies and activities selected to achieve results.

While logic models should be aspirational and represent the ideal scenario, they should also be grounded in reality. Set achievable objectives while recognizing challenges.

For Program Evaluation and Strategic Reporting, a logic model presents programinformation and progress toward goals in ways that inform, advocate for a particular pro-gram approach, and teach program stakeholders.We all know the importance of reporting results to funders and to community stakehold-ers alike. Communication is a key component of a program's success and sustainability.Logic models can help strategic marketing efforts in three primary ways:

Describing programs in language clear and specific enough to be understood and evaluated.

Focusing attention and resources on priority program operations and key results for the purposes of learning and program improvement.

Developing targeted communication and marketing strategies.

Logic model development is an iterative process. It often involves a series of discussions, adjustments, and refinements to accurately capture the program's theory of change.

A logic model is a dynamic tool. Utilize regular updates and revisions to reflect changing circumstances, goals, and outcomes. Regularly review the logic model to ensure it remains aligned with program objectives.

A logic model is not just for reporting or evaluation but also for program improvement. It can help identify areas for enhancement, optimize resource allocation, and inform decision-making within the program.

Keeping the logic model clear and straightforward is vitally important. Avoid jargon and complexity, ensuring that anyone, including those outside the program, can easily understand it.

In Program Implementation, a logic model forms the core for a focused managementplan that helps you identify and collect the data needed to monitor and improveprogramming.Using the logic model during program implementation and management requires you tofocus energies on achieving and documenting results. Logic models help you to considerand prioritize the program aspects most critical for tracking and reporting and makeadjustments as necessary.

Logic models can be adapted for various program types and sizes, making them a versatile tool. They can be tailored for different initiatives, from small community projects to large-scale programs.

Engage with all relevant stakeholders, including program staff, beneficiaries, and funders, in the logic model development process. This ensures that you capture a diverse range of perspectives and insights, enhancing the model's accuracy and relevance.

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Adapted from W.K. Kellogg Foundation Logic Model Development Guide Constructing and Developing a Logic Model Tips Programs Components Examples Outputs and Outcomes Purpose Template Inputs and Activities Broad Overview Feel free to go through the sections of this module in any order.

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Sample Size and Power Analysis Breakdown Interactive

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Sample Size and Power Analysis Breakdown Interactive

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Industry 1.0 to 4.0 Interactive Timeline

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Industry 1.0 to 4.0 Interactive Timeline

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These are the AHRQ's legacy guidelines and measures through the National Guideline Clearinghouse and the National Quality Measures Clearinghouse. Both have been taken down, but remain up as important information still exists within their guidelines.

Guidelines and Measures

The U.S. Preventive Services Task Force (USPSTF) is an independent, volunteer group of national experts in prevention and evidence-based medicine that makes recommendations about clinical preventive services such as screening tests, counseling services, and preventive medications. AHRQ is authorized by Congress to provide scientific, technical, administrative, and dissemination support to the USPSTF.

U.S. Preventative Services Task Force

Between 1992 and 1996, the Agency for Health Care Policy and Research (now the Agency for Healthcare Research and Quality) sponsored development of a series of 19 clinical practice guidelines. These guideline products are no longer viewed as guidance for current medical practice, and are provided for archival purposes only.

Clinical Practice Guidelines Archive

Clinical Guides and Recommendations

💡Tip: Click the eye icons below each description to read more about that guide/recommendation!

💡Tip: If the text on this graphic is too small, click it to expand into full screen.

NQMC Measure Domain Framework

See more at: https://www.ahrq.gov/gam/summaries/domain-framework/index.html

NGC and NQMC Inclusion Criteria

2013 (Revised) Criteria for Inclusion of Clinical Practice Guidelines in NGC

Effective June 1, 2014: In order for NGC to accept a submitted clinical practice guideline, the guideline had to meet all the criteria below. In addition to the guideline, developers needed to provide NGC with documentation of the underlying systematic review*.

1. The clinical practice guideline contains systematically developed statements including recommendations intended to optimize patient care and assist physicians and/or other health care practitioners and patients to make decisions about appropriate health care for specific clinical circumstances.

2. The clinical practice guideline was produced under the auspices of a medical specialty association; relevant professional society; public or private organization; government agency at the Federal, State, or local level; or health care organization or plan. A clinical practice guideline developed and issued by an individual(s) not officially sponsored or supported by one of the above types of organizations does not meet the inclusion criteria for NGC.

3. The clinical practice guideline is based on a systematic review of evidence as demonstrated by documentation of each of the following features in the clinical practice guideline or its supporting documents.

1. An explicit statement that the clinical practice guideline was based on a systematic review†.

2. A description of the search strategy that includes a listing of database(s) searched, a summary of search terms used, and the specific time period covered by the literature search including the beginning date (month/year) and end date (month/year)‡.

3. A description of study selection that includes the number of studies identified, the number of studies included, and a summary of inclusion and exclusion criteria.

4. A synthesis of evidence from the selected studies, e.g., a detailed description or evidence tables.

5. A summary of the evidence synthesis (see 3d above) included in the guideline that relates the evidence to the recommendations, e.g., a descriptive summary or summary tables.

NB: A guideline is not excluded from NGC if a systematic review was conducted that identifies specific gaps in the evidence base for some of the guideline's recommendations.

1. The clinical practice guideline or its supporting documents contain an assessment of the benefits and harms of recommended care and alternative care options.

2. The full text guideline is available in English to the public upon request (for free or for a fee). Upon submission of the guideline to NGC, it also must be noted whether the systematic review or other supporting documents are available in English to the public upon request (for free or for a fee).

3. The guideline is the most recent version published. The guideline must have been developed, reviewed, or revised within the past five years, as evidenced by appropriate documentation (e.g., the systematic review or detailed description of methodology).

U.S. Preventive Services Task Force

Created in 1984, the U.S. Preventive Services Task Force (USPSTF or Task Force) is an independent group of national experts in prevention and evidence-based medicine that works to improve the health of all Americans by making evidence-based recommendations about clinical preventive services such as screenings, counseling services, or preventive medications. The USPSTF is made up of 16 volunteer members who come from the fields of preventive medicine and primary care, including internal medicine, family medicine, pediatrics, behavioral health, obstetrics/gynecology, and nursing. All members volunteer their time to serve on the USPSTF, and most are practicing clinicians. When Congress authorized the USPSTF, it required the Department of Health and Human Services (HHS) to support the Task Force's work. The 1998 Public Health Service Act and the 2010 Patient Protection and Affordable Care Act instruct AHRQ to provide administrative, research, technical, and communication support to the Task Force. As part of this support, AHRQ helps with day-to-day operations, coordinates the production of evidence reports, ensures consistent use of Task Force methods, and helps disseminate Task Force materials and recommendations. The Director of AHRQ also appoints new USPSTF members, with guidance from the Chair of the Task Force. While AHRQ staff supports the Task Force, it is important to note that the Task Force is an independent body, and its work does not require AHRQ or HHS approval. For more information about the USPSTF and its recommendations, go to http://www.uspreventiveservicestaskforce.org/.

See more at: https://www.ahrq.gov/cpi/about/otherwebsites/uspstf/index.html

About NGC and NQMC

National Guideline Clearinghouse (NGC)The National Guideline Clearinghouse (NGC) was an initiative of the U.S. Department of Health and Human Services, established in 1997 in collaboration with the American Medical Association and the American Association of Health Plans (now America's Health Insurance Plans [AHIP]). In January 1999, it became a publicly accessible database-driven website, which was maintained and improved by AHRQ for nearly two decades. NGC's mission was to offer healthcare professionals and organizations a resource for obtaining unbiased and detailed information on clinical practice guidelines to support their dissemination, implementation, and utilization.

National Quality Measures Clearinghouse (NQMC)The National Quality Measures Clearinghouse (NQMC) was an initiative of the U.S. Department of Health and Human Services, launched in January 2001 as a database-driven sister resource to NGC, and it was maintained and improved by AHRQ for over seventeen years. NQMC's mission was to offer practitioners, healthcare providers, health plans, integrated delivery systems, purchasers, and others a resource for accessing detailed information on quality measures and to facilitate their dissemination, implementation, and use in healthcare decision-making. NQMC built on AHRQ's previous initiatives in quality measurement, including CONQUEST, Q-SPAN, QMNet, and PMI.

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These are the AHRQ's legacy guidelines and measures through the National Guideline Clearinghouse and the National Quality Measures Clearinghouse. Both have been taken down, but remain up as important information still exists within their guidelines. Guidelines and Measures The U.S.

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Go Directly to Week 7 Information

Case Study: Centennial Spirits Week 7

Review the case study and complete the activities that follow.

Review Previous Information

Overview

Centennial Spirits is a successful whisky distillery that has been experiencing significant growth in its side business of making and selling distillery equipment. With a profitable revenue stream coming from high-margin equipment sales, the company plans to shift its focus towards expanding its distillery equipment sales. As a cloud-based software development consulting company, you have been engaged to help Centennial Spirits overcome their current challenges and drive the necessary changes to achieve their future state.

The Challenges

The company's inventory systems are managed using Excel spreadsheets and an Access database, which can be error-prone and lack real-time updates. The online sales system is primitive, relying on Google Forms and PayPal, limiting their ability to scale effectively.

Space Constraints

Centennial Spirits needs more space to accommodate the production of specialized equipment and to store their inventory effectively. The current facilities are becoming inadequate to meet the growing demands of the business.

Click the pictures to see why!

Outdated Inventory and Sales Systems

The Business Team

Click the boxes to find out more about the team at Centennial Spirits.

Erika Johansson(Business Manager)

Ada Walker(Sales Manager)

Karl Foster(Manufacturing Manager)

Alberto Garcia(Distiller, Founder, Owner)

The visionary behind Centennial Spirits, Alberto Garcia is highly passionate about the art of distilling and has a clear vision for the company's future.

Erika oversees the day-to-day operations of the business, including finance, HR, and general management.

Ada is responsible for managing the sales team and ensuring consistent revenue growth.

Karl leads the production team and ensures the timely manufacturing and delivery of distillery equipment.

As a group...

Interview Centennial Spirits' management team for needs and dreams. Please note: handouts for those being interviewed have been sent out through email.

Activity 1:

Take turns playing the role of each of the four people

Write 5 user stories, 5 requirements, and 1 use case based on interviews

Use an external spreadsheet software

Management Interview

Click here for interview tips!

Task Focus

Alberto Garcia

Erika Johansson

Customize Interview for Personality

Ada Walker

Karl Foster

People Focus

Start on-task to build rapport

Let them set the pace

Ask about the person to build rapport

Move quickly, respect their time

QuickRandomResults Focus

MethodicalLinear-SequentialProcess Focus

Management Interview

Activity 2: Use Case

Use PowerPoint or another familiar software to draw a use case diagram with the user stories and use case your group wrote.

Diagram: https://www.lucidchart.com/pages/uml-use-case-diagram

Management Interview

Activity 3: Context Diagrams

Use a PowerPoint outside of the WorldClass module to draw a current state swim lane diagram and a future state context diagram.

Management Interview

Activity 4: Goals

Use module 2a to write one OKR goal and one DUMB goal based on the interviews that you conducted.

Management Interview

Activity 5: Business Cases

Use module 2a to create a written and verbal business case based on the information you have developed.

Click

Click

Click

Adaptive Plan

Predictive Plan

Click below to see the instructions for the adaptive plan.

Click below to see the instructions for the predictive plan.

Click below to see the instructions for the hybrid plan.

Hybrid Plan

Create Plans

Utilizing the deliverables created during Week 2's activities, develop an adaptable, predictive, and hybrid strategy to aid Centennial Spirits in overcoming challenges and expanding their distillery equipment sales, aligned with the objectives of the management team.

Scrum

Agile

+ info

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Week 4 Case Study Instructions

PMI Principles

Principles Identification

Also consider:

Agile is an iterative and flexible approach to software development that emphasizes collaboration, customer feedback, and the ability to respond to changing requirements. Identifying and understanding these principles is crucial for successfully implementing Agile practices.

Agile

Principles

Values

Scrum is a specific framework within the broader Agile methodology, and it has its own set of principles and practices. Scrum principles are the foundational guidelines that help teams implement Scrum effectively. These principles are outlined in the Scrum Guide, which is maintained by the founders of Scrum, Ken Schwaber, and Jeff Sutherland.

Scrum

Principles

Values

Problems

Project Planning

The project was carefully planned and scheduled.The project manager has held regular meetings with the distillery owner and other stakeholders to keep them updated on the project's progress.

Project Execution

The project was initially executed according to plan. The distillery was able to move its equipment and inventory to the new facility on time and within budget. However, halfway through the project, the distillery ran into problems.Click the button below to read more about those problems.

Project Planning and Execution

Part of the project was to move from its current location to a new, larger facility. The distillery had outgrown its original space. The new facility would allow the distillery to increase production and expand its product line.

The distillery owner requested changes to the project scope, which added to the delays and cost overruns. For example, they wanted a bigger and fancier tasting room in the new facility. This change required additional planning and approvals, which further delayed the project.

Project Problems

The distillery also encountered delays due to city code reviews. The city had to review the distillery's plans for the new facility to ensure that they met all applicable codes. This process took longer than expected, which caused further delays in the project.

The distillery experienced supply chain problems due to the COVID-19 pandemic. Some of the distillery's suppliers were unable to deliver materials on time, which caused delays in the project.

Supply Chain Problems

City Code Reviews

Scope Creep

Activity

This started out as a straightforward waterfall project with very little risk anticipated. A parallel project to automate business processes is being done in an agile way and the distillery is quite happy with the way that is going. They asked that you make the distillery construction and move project a little bit more agile. They are aware that this could cause further delays in the entire project but want to get something done faster than the current trajectory.Consider multiple ways to do this and write up a proposal that presents options for moving forward. Write a proposal for the client that offers options.

Risk Identification

A risk plan is a document that identifies and prioritizes risks, and then outlines how those risks will be managed.

Risk Assessment

Risk Mitigation

Risk Monitoring

A Risk plan

By having a risk plan in place, project managers can reduce the likelihood and impact of risks.

Identify all of the potential risks that could impact the project. This can be done by brainstorming with the project team, reviewing historical data, and consulting with experts.

Once the risks have been identified, they need to be prioritized based on their likelihood of occurrence and impact.

Develop a response plan for each risk that outlines the steps that will be taken to mitigate the risk, or to minimize its impact if it does occur. The response plan should also include a communication plan, so that stakeholders are aware of the risks and how they are being managed.

It is important to monitor the risks throughout the project lifecycle. This will help to identify any new risks that may arise, and to ensure that the response plans are still effective.

Instructions:

Download the Microsoft Word document linked below.

On the first page, fill out the table with a list of potential risks from your project plan.

On the second page, insert those risks into the risk analysis matrix to map the probability and impact of each risk.

Potential Risks

Create an OpenAI generated hybrid project charter based on your work on this case. Paste the proposal on a document.

In the module below, type a list of the prompts that you used to generate the proposal. Save this as a document on your computer.

Artificial Intelligence

Stakeholders - effectively engage with stakeholders.

Team - collaborative project team environment.

Leadership - adapt leadership behaviors to support individual and team needs.

Stewardship - be a diligent, respectful, and caring steward.

Value - the ultimate indicator of project success.

Systems thinking - recognize and respond to system interactions.

Tailoring - based on context.

Quality - satisfy stakeholder expectations.

Complexity - human behavior, system interactions, uncertainty, ambiguity

Risk - know what level of risk is acceptable for this project in this organization.

Adaptability & Resiliency - recover from setbacks and advance the work of the project.

Change - consider current state and desired future state.

PMI(R) Principles

1. Individuals and Interactions over Processes and Tools

2. Working Software over Comprehensive Documentation

3. Customer Collaboration over Contract Negotiation

4. Responding to Change over Following a Plan

For more information, click here

1. Look at your deliverables and project plan. What roles and skills do you need to implement the plan?

2. Identify and explain 5 values or principles that you will focus on throughout the project.

Week 4 Case Study

1. Satisfy the Customer Through Early and Continuous Delivery of Valuable Software ​

2. Welcome Changing Requirements, Even Late in Development ​

3. Deliver Working Software Frequently, with a Preference for Short Timescales ​

4. Collaborate Closely Between Businesspeople and Developers

5. Build Projects Around Motivated Individuals, Trust Them, and Provide Them with the Necessary Support

6. Use Face-to-Face Communication Whenever Possible

7. Working Software is the Primary Measure of Progress

8. Maintain a Sustainable Pace of Work for the Team

For more information, click here

1. Empirical Process Control

2. Self-Organizing Teams

3. Iterative and Incremental Progress

4. Customer-Centric Focus

5. Time-Boxed Events

6. Continuous Improvement

7. Visibility and Transparency

8. Definition of Done

9. Sprint Backlog

10. Inspect and Adapt at Every Level

11. Product Backlog Refinement

12. Empowered Product Owner

For more information, click here

Hybrid Plan

Now that you have planned both ways, which deliverables work best with which approach?

Adaptive Plan

Project Backlog: Begin by assembling a comprehensive project backlog.

Planning Poker for Story Points: Use collaborative planning poker sessions to assign story points.

Create a Sprint Plan for One Sprint: Develop a focused sprint plan using priority tasks from the backlog.

Build a Work Breakdown Structure in Outline Format: Develop a structured Work Breakdown Structure (WBS) to outline project components.

Estimate Effort Using the Delphi Method: Collaboratively estimate task effort and duration using the Delphi method for more accuracy.

Calculate the Total Effort at Completion: Sum up estimated efforts to calculate Effort At Completion (EAC), serving as a project work reference.

Find What You Think Will Be the Critical Path and Estimate Project Duration: Determine the critical path, the longest sequence of tasks, estimating project duration.

Create a Gantt Chart for These Deliverables: Visualize your plan using a Gantt chart, illustrating task timelines and dependencies.

For more information, click here

Predictive Plan

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Go Directly to Week 7 Information Case Study: Centennial Spirits Week 7 Review the case study and complete the activities that follow. Review Previous Information Overview Centennial Spirits is a successful whisky distillery that has been experiencing significant growth in its side business of making and selling distillery equipment.

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Dosage Calculation Practice Worksheets

Practice Worksheet 1

Click the eye icons to complete each practice worksheet.

Practice Worksheet 2

Practice Worksheet 3

Practice Worksheet 4

Comprehensive

Download PDF

View Answer Key

Download PDF

View Answer Key

Download PDF

View Answer Key

Download PDF

View Answer Key

Download PDF

View Answer Key

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Dosage Calculation Practice Worksheets Practice Worksheet 1 Click the eye icons to complete each practice worksheet.

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The purpose of this webpage is to introduce faculty to Yellowdig, a discussion forum alternative. It includes faculty videos, tutorials, and direct links to the instructor resources.

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Motivation

Yellowdig's gameful learning design encourages learners to go back to the community often and engage in thoughtful conversation.

Course Relevance

Topics help to guide and shape the conversation by providing a thoughtful way for learners to discuss course concepts and connect them to the real world.

Instructor Presence

Instructors are a vital part of the community. They encourage learner participation, set expectations, model conversations, award accolades, and extend conversations.

Data Informed

Yellowdig provides valuable data to help instructors engage all learners and analyze topic engagement, student participation, and more.

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Yellowdig's gameful learning design encourages learners to go back to the community often and engage in thoughtful conversation. Topics help to guide and shape the conversation by providing a thoughtful way for learners to discuss course concepts and connect them to the real world. Instructors are a vital part of the community.

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This webpage introduces the university's ManifestU badging program for faculty and staff. It includes detailed information, infographics, and a list of the council who built the project.

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Manifest U is a program that aspires to unite the Regis community to provide professional development in social justice and inclusive excellence. The goal of this program is for our community with action-oriented experiences to foster a welcoming and inclusive climate for everyone.

Delivered through an Integrated (Holistic) Perspective [3], a social justice framework [1], and the guidance and experiences of our community participants, participants are asked to engage in self-reflection, dialogue, workshops, mentoring, experience-based opportunities, etc., to increase their confidence in enacting a wide variety of behaviors relate to diversity, inclusion, equity, and belonging. As participants become critically conscious of what contributes to inequitable climates, they will be encouraged to develop their commitments to anti-discriminatory practices and culture.

There is the option for faculty and staff to earn badging and micro-credentials to evidence their development.

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Manifest U is a program that aspires to unite the Regis community to provide professional development in social justice and inclusive excellence. The goal of this program is for our community with action-oriented experiences to foster a welcoming and inclusive climate for everyone.

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The PICO Model for Clinical Questions

Click each letter below to view its meaning and clinical questions that define the information need.

Need to refine your search further? Click here to see additional elements in the PICOTTS model.

P

Patient, Population, or Problem

Guiding Question:How would I describe a group of patients similar to mine?

C

Comparison or Intervention (if appropriate)

Guiding Question:What is the main alternative or gold standard to compare with the intervention?

O

Outcome you would like to measure or achieve

Guiding Question:What can I hope to accomplish, measure, improve, or affect for my patient or population?

I

Intervention, Prognostic Factor, or Exposure

Guiding Question:Which main intervention, prognostic factor, or exposure am I considering?

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The PICO Model for Clinical Questions Click each letter below to view its meaning and clinical questions that define the information need. Need to refine your search further? Click here to see additional elements in the PICOTTS model. P Patient, Population, or Problem Guiding Question:How would I describe a group of patients similar to mine?

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Class and Poverty in the US: A Re-Perception Quiz

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Class and Poverty in the US: A Re-Perception Quiz

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NR646 Week 1 Class & Poverty in the U.S.

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Best Practices for Designing Presentations

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Best Practices for Designing Presentations

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MAE665I Quality Educational Assessments Cards

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Click through the cards below to review the 5 Characteristics of Quality Educational Assessments!

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This video was made in conjunction with the first year experience office to help introduce students to the university in the spring prior to their first days on campus.

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This video was made as part of a Higher Learning Commission proposal (now approved) for a doctorate of counseling education program. This was part of a series of 8 videos on introducing students to the counseling profession.

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This video was made as part of a professional development course for future managers to help them become innovators within their field. This was part of a series of 7 introduction videos that go within the landing page of each course module.

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Other coding projects I have created include:

Interactive checklists that save when someone leaves the learning management system page

A button that opens all accordions at once on a page

Interactive tabs that nest content until clicked

Stylized buttons that link to specific pages of information

Icons that show a text box when mouse cursor hovers over

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Software Engineering Waterfall Process Model

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Software Engineering Waterfall Process Model

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Click the gif above to see the rest of the model!

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When you visit any website, it may store or retrieve information on your browser, mostly in the form of cookies. This information might be about you, your preferences or your device and is mostly used to make the site work as you expect it to. The information does not usually directly identify you, but it can give you a more personalized web experience. Because we respect your right to privacy, you can choose not to allow some types of cookies. Click on the different category headings to find out more and change our default settings. However, blocking some types of cookies may impact your experience of the site and the services we are able to offer. More information

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This is a link to my master's thesis, "Building a scoring method for student-created Mars habitats in Minecraft". I utilized data from Minecraft astronomy camps that I helped facilitate to build a method of scoring to be utilized in future camps and data analysis sets.

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Building a scoring method for student-created Mars habitats in Minecraft

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This study explored the viability of implementing a scoring system for Mars habitats modeled and built using Minecraft, a commercial game widely utilized in the educational games space since its release. After building a scoring scheme consisting of 12 science-based mastery categories, 24 student-built habitats were assessed to address the following question Is the proposed method for scoring Mars habitats fair for all camp settings?

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This is the main research project that I worked on, titled "What-if Hypothetical Implementations in Minecraft".

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April 2023 - Summer Camp Sign Up!

CU Science Discovery and Fiske Planetarium are offering WHIMC summer camps for kids who would like to visit our crazy-cool "What-if" worlds and exoplanets and also work in teams to build mars habitats to later share on the theater dome. We also do all kinds of other STEM activities, including imagining and drawing exoplanets, making unique astronaut skins, experimenting with Universe Sandbox, taking real life science measures and more. We still have some spots left but not for long so sign up before it's too late!
This is a great option for kids who don't have their own computer or Minecraft account or who are new to the game and need support.
February 2023 - Updates!

We've been hard at work updating all kinds of things lately, including:

Just to name a few - always much in the works.

December 2022 - Fiske Planetarium is excited to announce the world release of our FREE full-dome production WORLDS OF CURIOSITY!

This 15-minute film dives into the questions of "What it would be like to live on an Earth with no Moon?" or "What if the Earth was tilted on its side (like Uranus)?" Join Mateo and Dr. Alicia Woods as they explore how our lives would be different on these Earths, talk about other hypothetical planets that could exist, and marvel at the even stranger worlds that astronomers have discovered beyond our solar system.

The full-dome masters (1K, 2K, and 4K) or a 16:9 version, plus a promotional kit are available for FREE download.

November 2022 - We had over 250 people attend Worlds of Curiosity: Minecraft Astronomy Day at the Fiske Planetarium! The event included:

The debut of our new Planetarium Show, Worlds of Curiosity, followed by an exploration of what-if worlds and exoplanets in 360 degrees!

Imagine, describe and draw your own exoplanet in the exhibition space

Learn how we discover and study exoplanets to rehome lost aliens with PBS Nova Labs

Show off your Minecraft builder skills and science knowledge to build the best Mars habitat

Speaking of, if you started working on a Mars world at the event and would like to continue working on it here's how to find it on the server:

Need to get setup with computer-based Minecraft? Head on over to the Get Started page.

August 2022 - We've had a very busy spring and summer with the WHIMC grant! Activities have included half and full day summer camps with our partners:

Fiske Planetarium, InventHQ Makerspace in Broomfield and Science Discovery at CU Boulder in Colorado

Urbana Neighborhood Connections Center and Mahomet Junior High School in Illinois

The Versant Power Astronomy Center at the University of Maine

In total 95 unique campers used science tools like /atmosphere and /gravity to collect 2221 data points, which combined with over 1927 descriptive, comparative and inferential observations! We'll have more research and learning outcomes to report on soon.

July 2022 -

Our Artificial Intelligence team has been working hard on a prototype to track observations. We introduce MineObserver. This framework uses state of the art methods in Computer Vision and Natural Language Processing to check student's observations in WHIMC.

The framework consists of 3 major components: the photographer, the student, and the AI system. First, the student takes an observation to be assed. Then the photographer takes the student's POV and observation which is eventually fed into our AI system. The AI system evaluates how accurately the observation is based on the student's view and returns feedback to the student. The entire in-game framework can be described by the images below and an example of this framework is shown in this video:

The AI system can be broken down into two major components. First, we allow the AI to generate a caption of the student's POV. This generated caption acts as an expert answer / correct observation. From there we use RoBERTa and compare the generated caption against the student's observation. Finally, we return feedback to the student based on the cosine similarity and keyword detection.

April 2022 - We're hosting the first-ever Exoplanet build competition in collaboration with Planet Minecraft! Winners will be hosted on our server. Read more.

March 2022 - We found preliminary findings from our summer camps in 2021 to be very encouraging, in terms of engagement and interest development. We had 19 participants across two weeks join us to play on the WHIMC server. In total, participants made 270 in-game scientific observations, with 66% of all observations using mid- or high-level sensemaking through descriptions, comparisons, and inferences. We had 173 responses to in-game conceptual knowledge prompts delivered at the end of exploring various worlds, and 80% of responses were scored as well-reasoned and evidence-based. Finally, from coded interviews with all participants we found 215 episodes of STEM-related interest behaviors, including an intention to join the camp again next summer, wanting to visit a planetarium, sharing new astronomy knowledge with family and friends, and conducting voluntary searches in their free time to learn more about outer space.

January 2022 - WHIMC is updating to version 1.18 with even better exoplanets and new "galaxy-scale" maps to help participants understand and explore the origins of our solar system.

January 2022 - We're excited to share a virtual field trip hosted by our partners at PBS Nova Labs: Searching for Life on Exoplanets.

Over the last few decades, scientists have found thousands of planets beyond our own. Some of those planets might be habitable, and perhaps even inhabited already; but how can we tell? Clara Sousa-Silva (Center for Astrophysics | Harvard- Smithsonian) looks for signs of life on other planets, using astronomical tools such as spectroscopy to detect the faint signals emitted by potential alien biospheres. In this presentation, she will answer the question: "Would we know life if we saw it?", drawing on her experience investigating strange molecules on strange planets, such as her recent work trying to detect phosphine on Venus. This event is the third in a series of three virtual field trips highlighting the new five-part series "NOVA Universe Revealed." For more information about the series, visit https://www.pbs.org/wgbh/nova/series/nova-universe-revealed/

December 2021 - One major dimension of the WHIMC project is to leverage Artificial Intelligence (AI) techniques to create pedagogical agents. Their job is to scaffold student experiences and enhance interactivity in the hope of boosting engagement and our main goal of raising STEM interest. Although these agents are not fully completed and implemented on our main server, we have made important strides for creating them.

Our design for the agents' ability to assess student observations have been centered around Dr. Shute's 4-process adaptive cycle. For the first process (capture), our agents record student observations. Student observations can be made using one of our four predetermined types (analogy, comparative, descriptive, and inference) with templates and suggestions or uncategorized without any support. In the next process (analyze), the agents analyze the quality of the structure of the student's observation. If there is a mismatch of the student's observation type with the agent's predicted observation type, the observation is deemed incorrect. When choosing the machine learning algorithm to apply to our project, we compared eight different popular text categorization algorithms with different vectorization approaches. We trained and validated each possibility on a 80/20 split of 2020 WHIMC camp data that was coded by researchers on the project. Our results showed that for our dataset a multilayered perceptron using term frequency-inverse document frequency was the best choice with an overall accuracy on the validation set of about 73%. We also wanted our agent to intelligently estimate student mastery of the observation types. Thus, we implemented Baker, Corbett, and Aleven's (2008) approach for Bayesian Knowledge Tracing (BKT). This algorithm was trained on 2019 WHIMC camp data also coded by researchers, and estimates hyperparameters to estimate student knowledge growth. For the third process (select), we use a data-driven approach to select feedback components. We started by clustering all observations on the server and creating word clouds on each planet to identify topics of interest to comment on. We then spell check using edit distance from a dictionary of words and vectorize using a pre-trained language representation model, Bidirectional Encoder Representation from Transformers (BERT), the student's observation. The representation is compared using cosine similarity between the student's observation and researcher created knowledge components to generate researcher-designed goal-oriented feedback to give to the student. For the last process (present), we show the intelligently chosen feedback in the player's in-game chat window along with an open-learner model to graphically show the student's progress calculated using the BKT algorithm mentioned before. We hope these additions to the agent will greatly enhance student engagement, learning, and interest in STEM at our future WHIMC camps.

November 2021 - H Chad Lane and Neil Comins recently presented our project at the Advanced Informal STEM Learning annual PI conference.

October 2021 - Our new scientist consultants from the University of Maine have been hard at work helping us to make the most accurate simulations possible for the Minecraft worlds of Project WHIMC. We recently asked Bryce Roix to share some of his work process in determining how we should color our exoplanet skies with Datapacks. See his post " Convolution of the Blackbody Equation and the Rayleigh Scattering Equation for Molecules: Attempt #1 " to get a sense of what this process looks like:

September 2021 - The WHIMC team is excited to announce a new "What If" world (Two Moons) as well as two additional Exoplanets (Kepler 186f and Brown Dwarf CWW 89Ab). Look out for additional updates and new quests to all of our worlds throughout the server and new solar system exhibits coming later this fall. Read more about them here.

August 2021 - What a busy summer! We once again ran camps with our partner the Urbana Neighborhood Connections Center. This year kids not only explored "What If" worlds and Exoplanets but they also imagined and drew their own worlds and survival habitats for Mars, in addition to PBS Nova Labs and simulations in Universe Sandbox. All of our curriculum, including lesson plans, slides, visual aides, worksheets and more can be found in the educator resources section. We had a record-breaking number of science observations this year and will have more data about what kids learned to share soon.

May 2021 - Our 2021 NSF STEM For All Video is now live - check it out, vote for us, and post your ideas/questions!

May 2021 - Dr. Sherry Yi, previously a graduate student on WHIMC, defended her dissertation in March and successfully deposited her dissertation with the University of Illinois. Dr. Yi made significant contributions to the project in her time at UIUC by elaborating on what interest triggering events look like in Minecraft, and what contextual aspects are most critical in promoting interest in STEM with video games. Dr. Yi's research won first place at the Research Live! competition and she recently accepted a position as a Research Scientist at Osmo in the Bay area. We will miss Sherry greatly and wish her well in her new adventure!

April 2021 - The WHIMC Project was well-represented at the American Educational Research Association (AERA) Annual Meeting this year. We presented two posters:

One poster, Threads of Interest: Case Studies of Interest Development in a Game-Based STEM Summer Camp (Link to poster: Threads of Interest),focused on how the WHIMC Minecraft environment can be a useful for building on pre-existing interests in science for young learners, and generate new interests in science for learners who may not currently see themselves as interested.

Our other poster, Conducting a Video-Game Based Camp Intervention During the COVID-19 Pandemic (Link to poster: Camp Intervention) offers best practices for conducting a hybrid camp using a digital game, such as identifying novice players early in the camp and providing needed scaffolding and training. Using the hybrid in-person/online model for the camp resulted in more instances of interest development than previous years in-person only.

March 2021 - Development is well underway for the latest version of the WHIMC server! We've been focusing a lot on user experience to make sure learners who aren't part of a camp or class can get the most out of their explorations. At the same time our team has also emphasized curricular scaffolding to help learners to make scientific observations that will also result in stronger data collection.

PBS Nova Labs has recently announced their Exoplanet Lab which will send interested learners on over to explore simulations of the same kinds of worlds they've just learned to detect!

All the excitement around the Perseverance Rover landing inspired us to create a Minecraft simulation of Mars that's as close to the real thing as we can get! Learn more about our modeling and development process in Rendering the Red Planet in Minecraft.

July 2020 - We returned for the third straight year to the Urbana Neighborhood Connections Center (UNCC), but this time we did so virtually. Despite our team being remote, we had two exciting weeks exploring hypothetical versions of Earth and Exoplanets in Minecraft. We also recorded a record number of unique in-game observations by a single camper at 96 in one week. We will see if that number can be topped next year!

February 2020 - We presented our work and led a week-long professional development workshop series with Ateneo University in the Philippines. Topics covered included the use of Minecraft for informal learning in STEM, introductory programming with ComputerCraft, computational thinking applications in curriculum design, and 3D printing. Over 150 people came to our opening talk, we guest starred on a podcast and worked with over 15 representatives from schools, the Department of Education, and one non-government organization. Read more about it here. Many thanks to Didith Rodrigo and her many collaborators!

Sep 2019 - New articles on our work from the University of Illinois News Bureau and Associated Press. Fox Champaign visited campus to interview us last week, so we'll be posting a link to that video in coming weeks!

Aug 2019 - We are very excited to share the news that our follow-on proposal has been funded by the National Science Foundation! Our new grant will allow us to create new STEM interest-triggering resources, tools for exoplanet exploration and creation, new online learning activities (in collaboration with PBS NOVA), and corresponding planetarium shows (in Boulder, CO). See the NSF summary for more information.

July 2019 - We returned to the Urbana Neighborhood Connections Center for another exciting two weeks of What-if and Exoplanet exploration in Minecraft!

Apr 2019 - We are running a camp at the Next Generation School. What an entrance!

Mar 2019 - Catch us in June at the Foundations of Digital Games conference discussing our findings from our work with the Urbana Neighborhood Connections Center and FabLab.

Feb 2019 - Check out Dr. Lane & Dr. Comins at AISL!

Jan 2019 - Look out for our talk at ISTE this June. Learn more about our project and ways to implement games like Minecraft into your own classroom.

June 2018 - It was great working with enthusiastic campers and staff at Urbana Neighborhood Neighborhood Center and FabLab. Now to dive into data...

Week 1 of Minecraft camp at the Urbana Neighborhood Connections Center. They love building!!

Photo: Prof. Omer Delialioglu's science lesson in progress with @Geph @hchadlane pic.twitter.com/mpJfaV2NLz
- Sherry (@ImSherryYi) June 7, 2018

May 2018 - Our 2018 NSF STEM for All Video Showcase entry received a faciltators' Choice Award!

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April 2023 - Summer Camp Sign Up! CU Science Discovery and Fiske Planetarium are offering WHIMC summer camps for kids who would like to visit our crazy-cool "What-if" worlds and exoplanets and also work in teams to build mars habitats to later share on the theater dome.

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The main focus of my work with the WHIMC project were teacher guides that facilitated learning on the server outside of our camp setting. I created a total of 14 extensive guides to help educators teach using the server to the fullest extent.

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Participants on the WHIMC server can use commands to... 1. Make use of /sciencetools - oxygen, pressure, airflow, radiation, altitude, temperature, gravity and more - to recognize and measure world characteristics that influence one another, geography, and humans.

To use this tool, press T to open the chat.
Then type/sciencetools measure and hit space to see what tools are available. You can type any tool as a short command, like/gravity or /year.

2. Learn to /observe like a scientist using prompts and templates to document and compare notable features in simulations.

To use this tool, press T to open the chat.
Then, type/observe followed by a space and a written observation. Press enter to place that observation in the world.  OR you can type/observe and press enter to open the templates menu

3. Help learners make use of the minimap and quests journal to know where to go and what to do. The map is given in Rocket Launch and the quests journal in Lunar Crater:

If participants ever lose their quests journal they can get it back on lunar crater or in the space station hub:

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Participants on the WHIMC server can use commands to... 1. Make use of /sciencetools - oxygen, pressure, airflow, radiation, altitude, temperature, gravity and more - to recognize and measure world characteristics that influence one another, geography, and humans. To use this tool, press T to open the chat.

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This is a project that I worked on to hypothetically revamp the first-year student orientation at Illinois as part of the instructional design course that I took.

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This is an assignment that I worked on throughout the Constructivism course that I took, which aims to pinpoint how friendliness and joking around contributes to team success within a video game.

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This is a paper that I wrote for my Human Performance and Cognition class that aims to demonstrate why a particular plugin in the WHIMC server has problems and what could be done to improve that plugin.

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This is a curriculum analysis project that I conducted using curriculum I wrote as a middle school English teacher.

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Intro to CVM Academic Technology (presentation video)

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Intro to CVM Academic Technology (presentation video)

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Video of the presentation above

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Creating a Peer Review Assignment in PlayPosit

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Creating a Peer Review Assignment in PlayPosit

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PlayPosit - Creating a Peer Review Assignment

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Setting Up a Thread Course Page on Moodle

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Setting Up a Thread Course Page on Moodle

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ExamSoft - Upload Grades to Moodle (Updated Oct 2024)

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Examsoft - Tagging Questions (Updated Nov 2024)

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Medtrics Evaluation Guide for Clinicians

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Medtrics Evaluation Guide for Clinicians

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Medtrics - Evaluation Guide for Clinicians

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Medtrics - Evaluation Guide for Students

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Medtrics - Evaluation Guide for Students

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Medtrics - Evaluation Guide for Students