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     Registration is now open for the Mainstreaming Virtual World Learning Colloquium @ https://www.eventbrite.com/e/mainstreaming-virtual-world-learning-colloquium-registration-52512254567.  The Colloquium is a free event -- on December 1, 2018 (9:00 a.m. - 2:30 p.m. Central Time) -- in the AvaCon Grid Quaternary Stadium (as well as a community event affiliated with the upcoming Open Simulator Community Conference). Still, seating is limited – so reserve your space now!  Featured speakers at the Mainstreaming Virtual World Learning Colloquium include:

  • Joyce Bettencourt (Nonprofit Commons);
  • Cynthia Calongne (Colorado Technical University);
  • Valerie Hill (Community Virtual Library Database);
  • Crista Lopez (University of California-Irvine);
  • Kay McLennan (Tulane University);
  • Eileen O’Connor (SUNY Empire State College);
  • Andrew Stricker (Air University);
  • Barbara Truman (University of Central Florida); and
  • Rachel Umoren (University of Washington).

     Learning simulations created in an Open Simulator virtual world are an excellent choice for educators as well as have immediate (and to be developed) uses within a Canvas course site.  Virtual world simulations are highly immersive, inexpensive (in comparison to commercially available platforms), infinitely customizable, easily duplicated/saved for new uses/re-uses, and FERPA-compliant (when a grid is closed to external visitors).  Also, while a single sign-in to an Open Simulator virtual world through a Canvas course site is not yet available, there are numerous ways to embed virtual world simulation content directly into a Canvas course site.  For example, instructors can use virtual world learning simulations to:

  • Create screen capture video clips of case study dramatizations created within a virtual simulation;
  • Create stationary image or 360 video scenes with embedded hotspots;
  • Capture unique [screen capture] images to illustrate course content; and
  • [When students are given the option to participate in virtual discussions and/or tours of course-related learning simulations...] Transmit information about the optional virtual world discussions/tours through discussion forum communications and/or content pages. 

     On the topic of the future integration of the virtual world viewer into Canvas, Tulane University successfully used virtual machine software to virtualize the viewer needed to access an Open Simulator virtual world (and accordingly, eliminated the "insufficient computing power" barrier that previously limited student participation in virtual world discussions/tours).  Still, educator/Canvas community help is needed to realize the option of the complete integration of an Open Simulator virtual world viewer into a Canvas course site page. 

     Again, registration is now open for the Mainstreaming Virtual World Learning Colloquium @ https://www.eventbrite.com/e/mainstreaming-virtual-world-learning-colloquium-registration-52512254567.  The Colloquium is a free event -- on December 1, 2018 (9:00 a.m. - 2:30 p.m. Central Time) -- in the AvaCon Grid Quaternary Stadium (as well as a community event affiliated with the upcoming Open Simulator Community Conference). Still, seating is limited – so reserve your space now!

This is somewhat of a note to myself.  Up until recently, YouTube would allow sharing videos without related videos using an option on the Share:Embed popup.  I was updating some pages last night and noticed they no longer offer this option.  It is still possible to keep related videos from showing - you just need to add ?rel=0 in the link.

 

For example, a src for the embed code has a value like this "https://www.youtube.com/embed/cIuXl7o6mAw

 

Here is where the ?rel=0 (that is a zero, btw) should be entered:

"https://www.youtube.com/embed/cIuXl7o6mAw?rel=0

 

Hope this helps someone else.  I can't be the only one who doesn't want my students to know that I'm looking for a "cute haircut for fat ladies."

The short answer is no, Cengage Unlimited doesn’t change Canvas courses you’ve already built. However, you may be asked by instructors who have student’s with subscriptions to add a new link to Cengage Unlimited to their course.

 

To do that check out this quick how-to video that walks you through it.https://play.vidyard.com/QtqjchQpPHthigALNppW11

 

If you haven’t heard about it, Cengage Unlimited is a subscription service that students can purchase to gain access all Cengage ebooks, digital learning platforms, and more. 

 

For more information, join the discussion in the Cengage community or feel free to message me with questions. 

Want students’ handwritten work, like diagrams, calculations, and drawing to appear directly in Canvas like it does with typed work? Check out our demo and learn about our exclusive early adopters program during our webinar on June 12th and noon Eastern Daylight time. Sign up here: http://bit.ly/InkerzWebinarhttp://bit.ly/InkerzWebinar

 

- Miranda

So I just headed over to the "Answers" area. This came after spending several minutes on the home page typing a plethora of variations into the search engine, with no results to answer my predicament.

 

I began asking my question to you luminaries, far and wide (no, that's not a fat joke). I began providing screenshots, workflow issues, and carefully formulating my query as to why Canvas didn't know what I wanted it to do.

 

I am sincerely glad I went to such lengths, because as I tried to ever-so-thoroughly build my case, I solved my own problem  

When I first began the task of Faculty Training, I was still at my alma mater - standing before those who had taught me, along with many who didn't know me, only that I had a BA that wouldn't hold a candle to their multiple PhD's. That was daunting and it was difficult to muster up the confidence in myself. Then I started asking for feedback and would spend a great deal of time in other trainings (even if I didn't need them and wasn't required to attend) and I started to adopt techniques that boosted my presentation skills. Now, that can all boil down to Public Speaking techniques, and indeed that was necessary, but there are sill many other smaller efforts that can go a long way to make your presentations enjoyable (even if they're not mandated to attend  )

 

Now, I typically write two things on the white board before I begin speaking;

* Field Trips

* Show & Tell

Those are the days I remember as a kid in school.

 

I'm old school, as I've said many time. Truthfully, about the only thing I remember are those teachers who really wanted to be teachers - and to my adolescent experience I sensed that they cared about me, my future, and my success. Those are the ones who stood out and meant the most to me, regardless of what they taught.

 

And now I think, what have I learned from those teachers that can help me pass along this enthusiasm to instructors, who will then (hopefully) pass it along to their students?

 

I have to believe in my product. I have to believe in its ability to help instructors help their students succeed. If that mentality is passed down, and if students believe that their instructors really are looking at ways of helping them and challenging them...oh imagine the SLO's...

I am asking for candid discussion here, based on cost of courses. Besides the old "how much should we charge for online courses?" debate, have any of you dealt with your institution offering for-credit, and not-for credit courses? How was the pricing structure based? Do you even charge for non credit courses even if you are offering proprietary content? Yes, Harvard, I know you offer many stellar courses (non-credit) for free

In today’s world, the dynamics of a classroom have changed since we were once pupils. As educators, we have to deal not only with classroom management, developing curriculum, and school functions, but we are competing with cell phones, iPods, and Nintendo’s. Twenty years ago, faculty only had to deal with students turning in late papers, and the occasional “my dog ate my homework.” Today, we have to be worried about guns, drugs, and students who tune out.

To be good at something you must have three things: heart, determination, and experience. I have spent the past fifteen years working, gaining experience in traditional and non-traditional teaching methods. I have spent three years working in Washington DC learning from leading, cutting-edge experts in the field of teaching, classroom management, and student interaction. I have sharpened not only my teaching skills but also my knowledge in my field of expertise. I have more knowledge, training, and “real life” experience than most tenured faculty who have been teaching history, international relations, and government from a book.

As an instructor, I have one simple code in which I teach from: If we are not having fun, we are not learning. School should be something that students want to come to, classes they enjoy, and teachers who care about their well-being.  If you walk into my classroom, you will hear people talking. It is not because they are not listening to the lecture; it is because they are participating in the discussion in either small groups or one-on-one. History, international relations, and government are more than just people, places, and dates. It is about ideas, events, and discoveries that build nations. It is about understanding our past and present so that they can be prepared for their future.

The single most important goal in my life has been to serve my country. From my earliest childhood memories, I learned the value of “Duty, Honor, Country” from my family. My father was a career soldier, and my mother was a political consultant. They taught me the importance of service and giving back to a grateful nation. Through them, I have taught students with disabilities, worked on political campaigns, volunteered my time to help restore decommissioned military aircraft, coached high school football, work in Washington DC, and most important of them all… give back to ones in need.

 

What does it mean for you to teach?

It has taken some time to encourage students and faculty to use mobile apps when accessing our Canvas instance, but we have made a lot of progress. This push came after we encouraged users to use the Calendar feature in their mobile devices. Our curriculum revolves around class calendars, and they needed a convenient way to access all the events in their classes. This has been a tremendous success, they can even access assignments and download attachments posted in the calendar through their phones and tablets.

 

Now it might be time to push for the use of mobile devices for other components inside Canvas. We recently acquired the Canvas video solution Arc, and students may be consuming these videos in mobile devices and not so much on PCs.

 

Regarding notifications, we have seen students turning them off more and more, they find this feature a little annoying, I find it useful though.

 

I want to know more about the Canvas mobile options and features, I will be doing more research on this and hopefully I will be able to share with all of you.

 

Thank you.

Abstract: The hardest part about contract cheating is quantifying the problem. We can't do much about the former, but we're trying to change the latter. That is, we are trying to quantify contract cheating in hopes of learning more about assessment design, motivations of cheating, and the black market of 'contract cheating'.

 

Methodology: A web crawler (with the pet name of "Contraband") was let loose on the Internet to sniff out content related to cheating posts. The contracts were then aggregated all together. You can read what the crawler found at the end of this post.

 

Findings: 18% contractors were approached directly. Out of the posts in which the contractor was not approached directly, 6 (4.5%) contracts were for admission essays, 9 posts (7%) were for work related to masters/PhD theses, and 7 posts (5.34%) were in languages other than English. Almost all of the contracts looked like they required undergrad (or above) proficiency. Finally, the average contract was worth $157. 

 

It is to be noted, that the crawler (optimistically) scanned  ~1% of the entire "market" and the data collected covered just 3 weeks worth of activity. It might be unfair to simply extrapolate these numbers to arrive at the 'market size', but let's just do it for simplicity's sake.

 

If 1% of the market is worth $25,353, it implies roughly $2.5 million worth of contracts traded per month. This might sound like a lot, but an average contract value of $157 per contract would mena that roughly 16,148 students cheat online every month.

 

Future direction: Firstly, I want to expand the corpus we are crawling. Secondly, adding in more data-points such as: collecting the number of bidders (therefore quantifying the size and activity of the market), analyzing peak/trough times, and estimating the writing proficiency of the cheater (low writing proficiency might suggest weak writing skills as a prominent motivator) seems interesting.  Also, the labeling process definitely needs to be improved (since there were some false positives).

 

How you can participate: Just chime in with your thoughts, is data like this helpful? Should we stop doing this? Is this initiative kinda creepy? What other information can we collect? Anything goes. 

 

Pour some motiva-tion on me: Summarizing reports like such take a lot of effort, so if you want to motivate me to keep publishing stuff like this please subscribe to the contraband page here.  

 

The data-set: What follows now is the actual data collected. (Hint: use cmd + down/up arrow for Mac or ctrl + end/home for Windows to directly scroll to the comments section/top of the post.)  

 

 

Contraband's contract cheating report.

Coursework details

Osteo for perth university

As per the previous projects, please supply an updated document with all comments and changes made as requested

$80


Project for Daniel M.

Hi Daniel M., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$15


personal paper

personal paper about 8 page i really need help

$24 - $197


Project for Glenda Bill

Hi Glenda Bill, I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$50


Engineering and Construction: Review on the powertrain of the 2018 model year -- 2

Deadline 3 days. I need 4 pages (1200 words). I need 2 different review papers on the same topic means 4 pages review paper each. I will pay 25Usd for each one. 50 USD forboth. Make sure there is 0% plagiarism and both paper look diferrent. Instructions: Please read the articles for Best 2018 Vehicles So Far ([url removed, login to view]), and write a review paper on the powertrain of the 2018 model year (at least 1,200 words). After you click the link above, you can see different categories on the right side (Small cars, SUVs, Vans, etc.), click to find a list of vehicles in each category. You need to cover at least 5 vehicles from 5 different categories. After you click on a vehicle, you can read the review on the vehicle. And, "Engine" is under the section called "Performance".

$131


Looking for a full-time Filipino MATH writer who wants a stable income.

Dear I am looking for a talented MATHS writer for a long term project (at least a year). Ideally someone who has a maths teaching or tutoring experience. You MUST BE from Filipino. I'll consider only application of people who answer to the following questions. Best regards Are you Filipino? How many hours a week are you available? Do you have an experience of Maths teaching or tutoring? Have you ever written an eBook? if so, how many pages was it? and how long did you take you to write this eBook? What kind of books do you love to read? Please name the three last books did you read?

$6 / hr


Need urgent academic writers

Need urgent two academic writers with proficiency in grammar and who has good knowledge in writing academic write-ups in APA, Harvard, MLA and Chicago writing style. No plagiarism will be allowed. This is going to be a long-term relationship and if plagiarism is found, the project will be stopped then and there. People who are not good with deadlines, please do not bid. N.B. Please bid if you know academic writing otherwise don't. Submit your previous samples along with your bid and per 500 words rates.

$399


Rdiger des articles

Je rdige des articles selon ce que vous souhaitez avoir comme contenu sur votre site, blog ou magasine, et en fonction du style d'criture qui vous plat le plus. I will help you write or rewrite your articles, based on the kind of content you want to see on your website, on your blog or on your magazine ! I will also use the writing style you fancy the most !

$168


Translate Something

I need a freelancer to help me with translation and editing from English to [url removed, login to view] topic of the content would be described as Scientific/Academic - so a freelancer with knowledge in this area would be preferable. Please perform the translation in a manner that accurately conveys the meaning of the source text and I need this delivered within no more than 6 hrs from now, please. I have about 1500 words to work on. The source format is from Microsoft Word.

$78


Project for Joyce W.

Hi Joyce W., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$14


Build an Online Store

I will need a native speaker in the US, who personally went to the top-ranked university or have experience for graduate school application, to review my PS I almost have the statement done, so if someone is free tonight will be great.

$120


Personal Statement Review for grad school

I will need a native speaker in the US, who personally went to the top-ranked university or have experience for graduate school application, to review my PS I almost have the statement done, so if someone is free tonight will be great.

$95


Environmental Remediation

I have a project that is hypothetical that involves land waste remediation. The project is as follows: Write a research paper around 15 pages that is an analysis multiple processes that can be used for the remediation of a contaminated waste site with the following characteristics: Site area 4 acres Depth to contamination in soil surface to the capillary fringe at 6 feet. Depth to groundwater and aquifer thickness 7 feet and a thickness of 25 feet unconfined Geology Braided stream deposits, fine to medium grained sand and silt. Contaminants tritium and carbon tetrachloride The analysis is to include two options representing emerging technology and two representing conventional technology for the remediation of contaminants. The analysis of the technologies investigated is to follow the 9 Superfund Criteria which is found here: [url removed, login to view]

$361


need turnitin services

Need turnitin services Monthly basis preferred.

$20


Need experienced academic writers from India01

I am looking for experienced academic writers from India. Ability to write academic papers without grammatical errors, knowledge of different formatting styles like APA, MLA, Harvard, ability to write according to the specific requirement of the clients in different fields like management ,business, health , psychology, history etc and the skillfulness to deliver quality paper within the specified time frame are the job requirements.

$18


3D IC chip research

it is about 3D IC chip: Past, present, and future.

$125


Gender doping- Issues in Sports and exercise science

Do female with high levels of testosterone should compete in the category of women in elite sports events? (Eg Olympic games) Include: IFFA laws Eg. Caster Semenya and other athletes

$140


Project for Neneth S.

Hi Neneth S., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$17


Necisito traductores y redactores de contenido - open to bidding

necesito traductores de redactadores, escritores para mis blogs. I need content writes sand translaters for my blogs.

$979


Native Writer Needed for English Literature Work

Hi i need a proficient Writer who is proficient in English Literature Word count : 2000

$27


Professional Resume and Personal Statement writer for Graduate School

I graduated from with Masters in Computer Technology in 2014. Working as a Software Consultant in TX. I want to pursue Masters in Business Analytics field, so Im applying for Top B schools and would like to get professional help with my Resume and Personal Statement.

$100


Academic Writing: US History 5 Tasks (17-31 Total Pages)

I'm in need of an native english speaker (preferably someone in the US) to complete 5 total tasks in APA style format. Each task should following the assignment guidelines and the rubric. I would need re-work as needed included in the initial project. I don't expect there to be any but after the tasks are scored, I will need all re-work requests to be completed. The completed work will need to have sources cited and 100% original composition as these will go through automated checks. Timeline: 4 Weeks Task 1: 3-6 Pages + Table Completion Task 2: 4-6 Pages Task 3: 4-8 Pages Task 4: 4-8 Pages Task 5: 2-3 Pages Please let me know if you are unclear prior to placing a bid. I will send the detailed tasks upon request. Thanks!

$352


Project for Mila D.

Hi Mila D., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$20


Need a civil engineering report

I need a report of civil engineering. No time waster.

$21


Project for sunnyfaisal2018

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$3 / hr


Analisis de texto en Metodologias de Tesis

Buscamos una persona con experiencia en revision de textos academicos para realizar el denotado de un corpus de metodologias provenientes de diferentes tesis en el cual queremos obtener el apartado de validacion en caso de que exista.

$29


I need an academic proof reader / editor -- 3 - 11/01/2018 21:33 EST

I have written a thesis on teaching French as Foreign Language. I have edited it, as much as I could, to comply with my university guidelines. I want an experienced academic (thesis) proofreader / editor to go through it, edit, correct typing or/and grammar error(s), and polish it to the highest academic standard. The text, including the graphs, is of about 68 pages.

$18 / hr


Proposal writer and creater of Web & mobile app development fields for job posting

I need writer and creater for my business. and this is long term contract, I will pay you prices per proposal Working way: I will show you job posting and explain to you technical stuff and you will write awesome proposals For more detail, Please discuss via interview PS: you must be fluent in english Thanks Regards

$21 / hr


CV Pharaphrase

I need you to pharaphrase a document to put in my CV. For more details please contact me

$35


Pharaphrase CV doc

I have a document that i need to paraphrase to put in my CV. very short document for further details please contact me

$31


write an managerial essay about ibm-kodak

3000 words 1500 about IBM AND 1500 about kodak ( how they work ; inner envoirnment about details contact us)

$68


Write a whitepaper for an ICO(initial coin offering)

Write a white paper for a new ICO/cryto-currency. The paper will describe how a new crypto-coin called SolEx will be be tied to an online solar project exchange. The crypto-coin will put the solar project exchange on the block chain which will make it so that the transactions/bids/entries etc can not be hacked. My background is Chair of the Solar Business Festival. I be using those connections to promote this coin during the pre-ICO Feel free to ask me questions

$232


content writing, academic writing, logo design, interior design, exterior design

Academia Buddy is a freelance company that deals in various kinds of services. Our main aim is to deliver a high quality of products and satisfy clients effectively. It has been recognised as one of the prominent full service in content writer, interior & exterior designing, Graphic designing, Academic writing, Web Design & Development. We have a client at both regional and international level. Our Company has been amidst the action of empowering and facilitating various sectors with top of line serving for more than 1 Year.

$141


Academic Research about Innovative cluster in Israel

We are looking for a dedicated researcher with a background in the technology sector of Israel (native Hebrew speaker) available 80-120 hours in the next few month. The objective is to evaluate Israeli economic success and find its most important empirical components/attributes, which helped to create such a fruitful environment and contributed much to the formation of start-up ecosystem.

$48 / hr


Academic Essay

Need an academic essay of 2000 words written for uni project. Further details would be provided in private message.

$44


CV Work and Summarise

I need you to write up a short paper on a subject that has to do with my CV. For furthermore details please contact me

$49


Letter for University Acceptance

it is better to talk in private about this project, because it is interactive issue

$82


Publishing In journal arabic thesis

I have master thesis, I would like to publish it as paper ( task it to reformulate it to be ready for publishing then assisting in publishing

$200


Data Analysis

Questionaire analysis using descriptive analysis and a conclusion

$29


Tamil Academic writing - open to bidding

Hello, I Need to create quiz type questions from Tamil elementary syllabus.I will give you some sample. If you are interested. Please let me know. Thanks,

$4 / hr


review a researche and rewrite any plagiarismed sentence

I need you to review a researche and write some parts ,check and fix any plagiarism (rewrite) then provide TURNITIN report.

$28


Plagiatsprfung Lektorat

Ich suche eine kompetente und erfahrene Person, die meine Bachelorarbeit einer Plagiatsprfung unterziehen kann, Korrekturlesen kann und die Quellen an die richtige Stelle schreibt

$23


Design Aptitude questions for almost all Indian competitive exams like GMAT,CAT,SSC,BANK,IBPS and others

I am looking for someone who can provide me fifteen thousand topic wise Aptitude questions which include quant, data interpretation, verbal and non-verbal reasoning questions that should prepare students for SSC, Bank, IBPS, GRE, GMAT, CAT and other types of Indian competitive [url removed, login to view] freelancer must be an expert in creating such questions .Show me samples of your previous work and give me a fair [url removed, login to view] not bid without a proposal .

$140


Summarise

I need to summarise my own report so that i can then add it to my CV. Very short 2-3 pages max summarisation. For more details please contact me

$34


PTE Sample test

Create a sample test that is based on the Pearson Test of English Academic. All material created must be original. More work may be availabe if wor is satisfactory.

$105


civil project content writing

I need you to write some content for a website.

$317


Markering plan

Marketing plan

$154


political writing

I need you to write a research article.I need you to write a report for something. 2500 words

$146


an assignment

writing 8 pages, you'll see the file

$50


Aptitude questions for all Indian examinations

Looking for questions related to prepare students for all common government and non-government competitive examinations both verbal and non-verbal. The questions need to match the ages from grade 6 to bachelor degree and current affairs is an addon. Interested experienced eminent people in this domain ONLY should contact.

$401


lil project

all the details will be in the files, its 8 pages written task, will send more details in the chat message

$36


Blog content writing for a climbing website

We'd like to create more valuable content to our costumers using our website. Its important that you have a relation to the climbing environment. Can be you are sports climbing indoor or outdoors or are doing bouldering in you spare time. A few examples of some material could be the following: - Guides on how to train for climbing - how to set a route for 1st time climbers - Injury prevention - Maintenance guides for climbing gear - .... And many more. Along the way we will organise the content topics that makes the most sense. My Idea is to have some one that can work on a regular basis to make the right content flow consistently. A fixed price per content piece can be agreed.

$127


Project for Sam R.

Hi Sam R., I noticed your profile and would like to offer you my project. We can discuss any details over chat. I need a few articles written

$39


Research and Technical writer

Hello, everyone please help me out to write something on my research project where some techncology knowledge is required. I am looking for freelancer who can deliver me quality work on my thesis research work.

$356


escribir unos articulos - open to bidding - Repost - open to bidding

Hola Max, Estoy buscando un "Provider of high quality content" por mi nuevo blog en espanol... sera un periodico digital hablando de politica, sociedad, sports, Viral .... en Espaa y precisamente en Catalua... La verdad es que busco un socio a largo tiempo y no un solo rewriting de un articulo o dos.. si te conviene, empezamos por un pequeno ejercicio.. quiero que re escrives este articulo: - [url removed, login to view] Quiero que el nuevo articulo sea en unos 500 palabras divididos en cuatro/cinco subtitulos y una introduccion Espero encontrar un socio lo mas antes posible un saludo.

$22


Fintech Reserch and buimess plan assignemnt eassy

I need you to write a research article about robo advisory and buiness plan

$109


Report Project 2

It must be a written report related E-Business.

$120


IEEE Senior Member or Fellow

Hi, We are looking for an IEEE Senior Member or Fellow to help review a membership pack for a Partner at a large management consulting firm. Please send through any details you may have e.g. CV. Thanks Mark

$301


Wikipedia Artist Page

To make me a Wikipedia Artist page

$166


Report Project

It is a written report related E-Business.

$117


Group Counselling

benefits and challenges of group counselling VS one-on-one counselling .

$35


Proofred my article

There are several English articles writings that I combined in one article and translated in German, but my employer didn't liked it and he insists that article is written like the native german writer wrote it. I'm student and my budget is not so high, therefore I can't offer bigger price then this and it is a big article. It is over 6000 words, but I do not need someone who is going to read everything and edit it. I need native german who will point me to mistakes and explain to me, so I can edit them and improve my german and do further project without any problem. Only native German freelancers are required.

$35


papers required from universities

i want this essays for someone will enter bachelor degree cover letter curriculum vitae motivation letter (at leastet 2000 words) Statement of Purpose (at leastet 2500 words) 3 of recommendation letters study plan personal statement with no plagrasm

$68


Research Writing: Need a research on strategic marketing done in 4 days.

IMPORTANT: DO NOT BID UNTIL YOU HAVE READ ALL BELOW INSTRUCTIONS AND ATTACHED INSTRUCTION SHEET. "[url removed, login to view]". IF YOU ARE BUSY DO NOT BID IF YOU CANNOT DEDICATE 2 TO 3 DAYS TO THIS JOB DO NOT BID IF YOU HAVE OTHER TASKS/PROJECTS DO NOT BID IF YOU OR INTEND TO OUTSOURCE THIS TO SOME OTHER WRITER, DO NOT BID. YOU WILL NOT GET PAID IF YOU DONT DEDICATE TIME AND READ/WRITE ACCURATE DETAILED PAPER. GENERIC AND PARAPHRASED WRITING WILL NOT BE ACCEPTED AT ALL. AND YOU WILL NOT GET PAID IF YOU JUST PROVIDE UNRELATED PARAPHRASED WRITINGS. Only Tracked Hours with screen shots on [url removed, login to view] desktop app will be paid. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- I Need a professional writer/researcher to help perform academic research on strategic marketing. Includes reading journal papers and writing a 2500-word report. FREELANCER MUST PROVIDE DAILY UPDATE OF PROGRESS. DO NOT BID IF YOU ARE BUSY OR HAVE LOTS OF WORK. must be familiar with: 1) Harvard style referencing and citation. 2) Must use academic journal papers as sources. no junk sources can be used. 3) must use at least 8 sources Journal papers as source 4) Experience in academic writing 5) knowledge in MARKETING STRATEGY THEORIES 6) experience in turnitin 7) should present sample research papers done before on strategic marketing. 8) should read attached material on strategic marketing to produce a relevant paper 9) follow formatting and style of attached sample paper "sample [url removed, login to view]" detailed instructions attached here in the file "instructions". DEADLINE IN IN 4 DAYS after award. late papers will not be accepted. paper is useless to me if submitted late. Write the phrase I READ IT ALL at beginning of your proposal so that I know you have read all instructions. If you dont, your bid is ignored. NO COPY/PASTE WORK WILL BE ACCEPTED WORK MUST SCORE LESS THAN 20% on TURNITIN SHOW ME SAMPLES OF YOUR RELATED WORK IF YOU WANT THIS JOB Best of luck to all

$9 / hr


Project for Pen Man

Hi Pen Man, I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$24


Project for Bobbie C.

Hi Bobbie C., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

$3 / hr


Project for Mila D.

Hi Mila D., I noticed your profile and would like to offer you my project. We can discuss any details over chat.

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Reading responses to the Which do you prefer: online vs on-campus? poll has been very informative and reminded me of a study I was involved in a few years ago.  I thought that there may be those in the Community interested in what we were examining in relation to student choice and experience in online classes.  At the time a few colleagues and I presented this at a regional conference and intended to publish after gathering more data to strengthen statistical tests, but other priorities arose so the results were not distributed as widely as we had hoped.

 

Background:  I was working at a liberal arts university that began to develop a series of online degrees.  Many courses within the general education core that were being offered face-to-face were also developed online.  Online courses were 8-weeks while the on-ground campus had 15-week semesters.

 

Online course sections were normally capped at 25 students and the decision was made to allow on-campus students to utilize unused “seats”, believing this would help those with scheduling issues and others like athletes and music majors with heavy travel schedules.  As a result, online GE courses normally had enrollments including both online and on-campus students.

 

We wanted to study this dynamic to determine why on-campus students chose to take an online course, determine the experience of the students in online sections, and explore if grades given in online sections were either higher or lower than the same courses delivered on-ground.

 

The study: In the fall of 2014 and spring of 2015, surveys were given to students in 100 (mostly) and 200 level GE courses where both an online and on-ground section was offered.  This included an art and music, public speaking, math, English, biology, philosophy and religious studies course.  Surveys included a section where students were asked why they chose an online option (if they were an on-campus student) and various questions about how well the course met certain quality criteria and their expectations entering the course.  Responses were generally indicated using a 5-point Likert scale where 1 represented students were “very displeased” with this element of the course, 3 was “neutral”, and 5 “very pleased”. Grades were compared in fall 2014 for matched online and face-to-face sections through data provided by the Registrar. 

 

Results: Between the fall and spring terms, we received 154 survey responses (45% response rate).  Of these 32% were from males and 67% were from females.  Forty percent of the surveys were from students taking the online sections while 60% from individuals taking on-ground classes.  Of those taking an online section, 77% were primarily on-campus students and 23% fully online.  While online classes included students in all years of their program, the majority were either freshmen or seniors.

 

Primarily on-ground students who chose online sections were able to indicate why they chose an online option from a list or add their own response.  They could select any or all choices within this list.  Respondents indicated that the largest motivation to take the online format over a face-to-face alternative was either time convenience (67%) or scheduling conflicts with other classes (57%). The perception that the online course would be easier was the third most selected option (33%) followed fourth by the desire to try an online class (27%).

 

To examine the perception of students in online and F2F sections, we compared student responses to the Likert scale questions.  The following table depicts these results.

 

Table 1- Comparison of online and F2F student responses

Online

Face-to-Face

Ability of course to meet stated objectives

3.90

3.74

Feedback from instructor

4.00

3.73

Community building with classmates

3.62

3.50

Spiritual reflection & growth

3.81

3.56

 

As can be seen, students in the online classes actually rated courses higher than F2F sections.  Feedback from instructor was the only difference found to be statistically significant (p=0.009) but it had a small to medium Effect Size of 0.227.

 

In the survey, we also asked students about their expectation of the quality of the online course before enrolling, their overall experience in the course, and their confidence in their ability to succeed online prior to starting class.  These responses were correlated with the responses listed in the table above.  Results of these correlations are below.

 

Table 2- Correlation of overall student feedback and specific course elements

Expectation for the quality of the course

Overall experience in the course

Confidence in the ability to succeed online

Ability of course to meet objectives

0.186

0.487*

0.346*

Feedback from instructor

0.023

0.519*

0.469*

Community building with classmates

0.157

0.517*

0.463*

Spiritual reflection and growth

0.053

0.384*

0.302*

*Significant at p < .05

 

Although a number of these findings were statically significant, r-squared values were only moderate.

We attempted to determine if student experience varied by class standing or experience with prior online classes.  Although our sample size for this data was too low to draw any concrete conclusions, in initial results we did not find either of these variables to impact student self-reported class experience.

 

Finally, after analyzing class grades in the fall, we found high similarity between delivery modes and student achievement.  While some variance existed, students in online and F2F classes normally received approximately the same proportion of A’s or B’s, C’s, or below C grades.  Results were similar enough that we chose to stop tracking this data after the fall term and only look at the percent of students who passed or failed.

 

Conclusions:

  • Online classes were of benefit to on-campus students who had scheduling conflicts, but not utilized by athletes as heavily as we anticipated (we expected many student athletes to register for the classes).
  • Students need to be advised effectively to ensure they understand the rigors of online classes and don’t overload their schedules, particularly if these classes use accelerated schedules.
  • Although not a large focus of this study, grade evaluation aligned with the published studies that suggest that when classes are built upon a strong pedagogical model, differences in student performance may relate more to factors such as pre-existing academic strength, motivation, etc. and less the course modality itself. We found no reason to believe that grade were either higher in online classes or that students struggled due to the self-directed nature of online learning.
  • The fact that student self-reported satisfaction in several important areas was higher in online sections is likely due to intentional inclusion of these during the instructional design process. In the course development process, faculty building online classes worked closely with an instructional designer to ensure alignment between course objectives, content and student assessment.  A focus of course design was also student engagement and interaction with the instructor.
  • Correlations between student confidence in their ability to succeed online and the four elements of course satisfaction studied suggested that efforts to boost student confidence, either through advising or an orientation course may be beneficial, although no causal relationship can be inferred from the correlations alone.
  • Similarly, correlation between the aspects of student satisfaction and overall experience in the class suggests a value in both developing a pedagogically sound course and training faculty for effective course facilitation.

 

The evaluation process led to a number of other benefits around campus.  One example was a reevaluation of our 100-level course offerings.  When we dug deeper into why a large number of seniors were taking classes normally associated with freshman class standing, we learned that we were not offering enough sections of these for first-year students so a number of them had to put these off until later in their educational career.

 

I would be interested in whether anyone else here has conducted a similar study, either formally or anecdotally.  Is your experience similar to what we found a few years ago or different?

 

Best wishes!

Hi Community!

 

I have been teaching in a higher education graduate school for more than fourteen years and until my fall 2017 semester, I had been calculating my students' grades based on an 80% paper and a 20% multiple choice exam. This was tradition.  This was simply the way things had always been done.  Sure, one paper being worth 80% of a student's final grade was a high stake (when I was in school, this paper was worth 100% - that's progress!), but I figured that was simply what students needed to take the assignment seriously and put in the time and effort needed to earn a good grade. Were there problems from year to year? Yes. Other faculty members would notice and often complain that the students who were so consumed with the high-stakes paper were unprepared in their other classes - or worse - were absent from their other classes.  The concentration on my high-stakes paper was having a negative impact on the students' learning in their other classes. Also, the students themselves often complained about the stress they felt from feeling overwhelmed by having their grade ride almost entirely on this one assignment. 

 

This past fall, I decided to try a new approach.  Instead of two, I had five graded assessments. The assessments ranged in value from 5% to 40%. I found that the students took each assignment and my feedback seriously under this new assessment strategy, as they knew each assessment would impact their grade to some degree. I also found that they were eager to ask questions to be sure they understood the material. The 40% assessment was for the final paper.  While this was much less than 80%, I found that students were still feeling some anxiety from the weight given.  I will be tweaking my value system next semester so that no assessment will have a value greater than 25% and I am hopeful that this will reduce even more stress. In addition, I will be using Canvas for the first time this semester (I am part of the initial pilot program at my institution) and I am thankful for its organization and clarity - another stress reducer. If anyone has any similar experiences or has used Canvas effectively for a class with multiple, low-stakes assessments, please feel free to share.

We've created a module in Canvas Commons:  Using Badges (with Badgr) in your Canvas Courseto help faculty create and implement Badges [uses Canva and Badgr] in their course. There is also an Assignment, which has been shared via Canvas Commonthat ties to our Students: Intro to Canvas course (not shared to Canvas Commons).  Please take a look and let us know how we might improve these resources.

At Northwestern University, instructors in the music school are using Canvas in an inventive way to critique "voice juries".  They used to go through reams of paper and frantic handwriting sessions to provide feedback to students, but have streamlined the process using Assignments and the Speedgrader in Canvas.  The new process not only allows the instructors to provide immediate feedback to students but is easier for the instructors to type and for the students to read!  To learn more about the process, listen to our Digital Learning podcast.

 

Note: The image above is the recently completed Bienen School of Music on the Northwestern campus, along Lake Michigan.

NB: This is the fourth post in a series on what we learned in our Fall 2017 Blueprint Course pilot. The previous posts provide an overview of our experience (Lessons Learned about Blueprint Courses: Introduction), address how we got buy-in from teaching teams and administrative stakeholders for our target courses (Lessons Learned about Blueprint Courses: Getting Buy-In), and consider our "failed" Blueprint pilot course (Lessons Learned about Blueprint: When Blueprint Wasn't the Solution).

 

For our school, perhaps the most obvious use of Blueprint courses (Canvas Release: Blueprint Courses) is for courses where we had previously used a Course Copy workflow.

 

In the first post in this series, I described one of our pilot Blueprint courses as follows:

WHCP 611 -- a half-term core MBA course that is the first of several required communications courses. Staff in the Wharton Communications Program had been asking for years for a way to ensure consistency across Canvas sites and to prevent instructors from being able to make changes to that content. Blueprint was an ideal solution! We were a bit concerned about including this course in the pilot, as this half-term course has 56 associated Canvas sites in Fall Q1, and an additional 53 associated sites in Fall Q2. And if things didn't work as expected ... well, that could have been a lot of sites that needed fixing!

As you can see from this description, Blueprint offered a key feature that the teaching team had been asking for: the ability to ensure course content consistency across Canvas sites and to prevent instructors from changing content. The Wharton Communications Program (WHCP) courses have a shared curriculum across all sections, so maintaining consistency was a long-desired goal. Because of this requirement, Blueprint was an easy sell. For this course, there are more than 50 sections in each quarter-term in the fall (so about 110 sections in total in the Fall semester). In the spring, there are several options for the next required communications course in the curriculum, which also have the same requirement for content consistency.

 

Previous Course Copy Workflow

Previously, our workflow looked something like this: A member of our team works with the lead faculty member for the course to develop the Canvas site template. After the template is finalized, approved, and signed off on by all program stakeholders, we begin building and replicating the sites. Our ability to begin this work has several dependencies, including having a finalized The specified item was not found. course pack attached to the template site. Each section uses the same readings, and we use a course-level LTI tool to distribute the shared course pack to all sections.

 

Course shells were built using a script that created a Canvas site for each section and applied the appropriate attributes (named the site appropriately, set the Course Code and SIS ID, added the faculty, set the term and sub-account, etc.). 

 

This course meets once a week, with sections meeting Monday, Tuesday, Wednesday, or Thursday, with start times ranging from 9 a.m. to 3 p.m. With 56 sections each term, there were usually two or three sections that met at each day/time possibility. To get the class meeting and assignment due date times correctly, we would do the following:

  1. Adjust the class meeting and assignment days on the template site to the correct day of the week by drag and dropping assignments and events on the Canvas course calendar (What is the Calendar?). This step was necessary only when beginning a new class start day (Tuesdays classes, then Wednesday classes, etc.).
  2. Do a course copy of all content (How do I copy content from another Canvas course using the Course Import tool?) to import everything from the date-adjusted template to the course shell. (Due to irregularities in the meeting schedule, we could not rely on Canvas's ability to adjust dates during content import.)
  3. Adjust the due date time of each assignment to match the course meeting time.
  4. Verify that everything was set/copied appropriately, students were enrolled, etc., and then publish.

 

This, times 56 sections, twice each fall. We could achieve some efficiencies when subsequent copies were of sections with the same meeting day and time. But each individual site required a separate content import, which can involve a minute or two of waiting. When all that time is added together, it's a significant amount! Overall, this was a big task for our team -- and one we were usually doing at the height of beginning-semester crazy. The total amount of work is such that we'd typically distribute it across multiple team members, each working on different start days.

 

And on multiple occasions, there has been some minor problem with the template discovered only after the sites were replicated. This required manual updating of each site, either by our team or by the teaching team. (So maybe you can see why we were eager to try Blueprint!)

 

Canvas Site Replication with Blueprint

Setting up the Blueprint template for this site is straightforward (How do I enable a course as a blueprint course in an account?).

 

Setting Up the Blueprint Template

We set default locked attributes in Course Settings, and for this course we locked content and points for assignments (because we needed to adjust the due dates) and content for both files and pages.

Blueprint settings

 

We ensured that all assignments, files, and pages were locked, which would ensure that instructors could not change any assignments or other content within their Canvas sites. Locked items are easily identifiable by the blue locked Blueprint icon on the Modules index page, Assignments Index page, etc. in a Canvas site.

Locked items in associated courses have a "locked" Blueprint icon.

 

Site Replication Workflow with Blueprint

The site replication workflow we are now using is much simpler and faster, and it provides the teaching team with the ability to update late in the process if necessary. Course shells are still created using a script that added a Canvas site for each section and applied the appropriate attributes (named the site appropriately, set the Course Code and SIS ID, added the faculty, set the term and sub-account, added the student enrollment section, etc.).  

 

Content is copied automatically when the Canvas sites are associated to a Blueprint course. You search for Canvas sites in the Blueprint menu, and then select them to associate with a Blueprint template site. Associated sites must be in the same term and account or sub-account as the Blueprint.

Add associated courses

 

The initial sync immediately copies over all content, including course settings (How do I sync course content in a blueprint course as an instructor?). This will copy LTI tools, course navigation menu settings, and other attributes. Subsequent course syncs copy only content, with course settings as an option.

Blueprint menu for WHCP 611

 

Syncing content across all 56 Canvas sites at the same time saves a lot of time compared to performing 56 separate course copies!

 

Adjusting Assignment Due Dates

There's one last major task for each site: adjusting the due dates and times for all assignments. The small efficiencies we were able to take advantage of using course copy were no longer available to us using Blueprint. So we sought alternatives. (The Canvas Community to the rescue!)

 

We used James Jones's Canvas enhancement for adjusting all due dates on a single page to do this task (Adjust All Assignment Dates on One Page). Using this tool, it took just a minute or so to change the due dates and times for each section. This approach saved us A LOT OF TIME. If you haven't tried it, try it. Seriously. So. Much. Faster!

 

So our workflow now looks something like this, after the associated sites have been synced to the Blueprint:

  1. Adjust due dates/times using James Jones's tool.
  2. Verify content is correct, dates and times are set correctly, instructors and students are enrolled, and adjust if necessary (in the fall we needed to manually set some course nav menu options, but a bug fix has taken care of this problem, so the one manual task we needed to do in the fall won't be necessary in the spring).
  3. Publish.

 

See? Faster!

 

So, How Did it Go?

Overall, this was a huge productivity win for our Courseware Team and for the Wharton Communications Program teaching team. We no longer have to wait for the course pack to be finalized and made available to students to begin replicating content, which means we can begin this process much earlier -- a win for everyone involved.

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