Action Research Plan

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Berlin, 12th January 2010. The economic and advertisement crises left a deep impact on media and telecommunications markets in 2009, driving the search for new and lucrative business models forward. Which changes and challenges will arise in 2010? The experts at Goldmedia have compiled brief analyses on trends in television, internet, mobile communications, publishing, and media research in Germany.

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I recently attended the 2016 Mobile World Congress event in Barcelona, Spain. With over 100,000 attendees and 2,200 participating companies there was a lot of breaking news and tech on display that has the potential to reshape industries. With mobile representing a primary access point for consumers this event is becoming increasingly important for brand marketers. This document covers: • Key industry topics discussed at MWC • Overviews of technology that will empower consumers • The latest technology focused on creating immersive experiences • How connected cars are evolving to become mobile platforms. Tom Edwards Chief Digital Officer, Agency Epsilon

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Sheet1Social Aspects of the Assessment Questions TasksTime FramePersonnelOther ResourcesCost (US $)Through which approaches can students be taught behavioral concepts such as professionalism and communication?Consultations with stakeholders in social professions3 monthsTeachers, parents, and education stakeholdersCommunication equipment10,000Can the actual life environment be simulated in class settings?Identification of Weaknesses in behavioral aspects of learning1 monthHow can students apply behavioral concepts to improve their academic performance?Compilation of units that will be covered in social aspects of the program1 weekCan behavioral training improve students' social skills?Academic Aspects of the program How can technology be used to improve student's learning experience?Identification of relevant technologies that can be used to improve students' learning outcomes1 month Teachers, financial stakeholders, and technological expertsLearning materials, technological equipment30,000Which technological tools can be used to support students learning?How can technology be used to increase students' learning experience?How can students be made to feel comfortable with their academic performance? Talent NurturingWhich approaches can be used to identify and nurture innate students' abilities?Introduction of different activities at home and school to identify students' talents1 month Parents and teachers Gameskit, technological equipment5,000Can technology be used to encourage students to utilize their talents?Identification of necessary talent-enhancing equipment Total 45,000How can teacheers and parents contribute to student's appreciation of education through talent development?How can students' talents be used to increase their academic performance? Sheet2 Sheet3 Running head: PROGRAM EVALUATION 1 PROGRAM EVALUATION 4 Program Evaluation Instructor: Antony Jacob Cheanel Nolden May 19, 2019 Program Evaluation Goals of the Evaluation Identification of the Approaches that Lead to Program Implementation One of the main goals of the evaluation is to identify different ways through which the student assessment program will be initiated. There are different stages and activities that will be undertaken from time to time to complete the project. For instance, teachers will work with parents to identify innate students’ talents, and to determine their personal inclinations. Teachers will also study the students keenly in order to detect the students’ areas of strengths and weaknesses both in academic issues, art, and physical education (PE). Other activities in talent-identification processes include student engagement in competition and talent-based activities. Encourage Students to View Education Positively In view of the pressure that students experience as a result of the high academic expectations and performance standards set to them by parents and teachers, the aim of the evaluation is to encourage students .

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The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.

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MODULE HANDBOOK BA M4X01434 Academic skills LEVEL 4 SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT FACULTY OF BUSINESS AND MANAGEMENT 2017-2018 MODULE CODE: M4X01434 TITLE: Academic Skills DATED: July 2016 LEVEL: 4 CREDITS 20 JACS CODE: N100 AIM(S) The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context. LEARNING OUTCOMES Upon the successful completion of this module, the student should be able to demonstrate the ability to: 1. Analyse the published literature relating to a management related topic and produce a fully referenced management report 2. Design and deploy a range of primary data collection methods. 3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences 4. Evaluate the appropriateness of different approaches to information gathering. INDICATIVE CONTENT · Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills). · Organising study (e.g. time management, organising space, organising resources) · Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience) · Communicating and presenting information (e.g. presentation techniques, styles) · Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.) · Referencing convention (e.g. the Harvard System) · Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress) · Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques) · Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods) · Presentation of data using charts, diagrams and graphs. · Measures of central tendency (mean, median, mode) · Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars) · Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.

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