IAT 201 Course Map Analysis

The leadership project in course EL-7235, Workforce and Economic Development consisted of identifying a problem, trend, issue or innovation related to the workforce and economic development that affects community colleges. The problem, trend, issue or innovation was to be discussed in detailed, connecting to theory, policy and or practice used in the community college setting to address the selected topic. In addition, conducting a comprehensive review of literature concerning the topic and enhancing the review of literature with field research at a community college were included. Moreover, a presentation of the problem, trend, issue, or innovation research combined with the theory, policy, or findings on how research dealt

If we examine our existence through a dichotomous lens of internal and external experiences, it is easier to understand the importance of graphic design. Everyone, to some extent, is trapped within themselves. There is me in here, and you in there—a separation exists. We find common ground in the external world where there are certain rules that most of us have agreed to play by. Graphic design functions as a catalyst for either strengthening or disintegrating these rules. It screams, “Continue! Begin! Stop!” The graphic designer must work through the external world, understand its rules, and journey through their internal world in search of a project’s solution. If the solution is successful,

The students have some instruction in prerequisite skills. They can identify the type of stimulus and read the information presented by the graphs, charts, and maps. They can list what they see in images. Students also have a broad recollection of historical events and key figures from their 8th grade US History class and 9th grade World History class.

“Those who have characterized instruction tasks express dismay about the focus on low-level facts and skills and the omnipresence of worksheets in American classrooms” (Blumefeld, 1991, p. 370). Whenever I think about my own educational experiences, I remember thinking how what I was learning in school was separate from the outside world. Oftentimes this made learning difficult as I found myself finding the topics uninteresting and wondering if I would ever use this information in real life. I constantly tried to learn new information through route memorization and struggled with remembering information that I had previously “learned”.

This report sets out to describe the HR professional map and identify the skills, behaviours and knowledge in Band 2 that I consider most essential in the Employee relations role.

I knew from the outset what my personal challenges would be on this journey. The prevalence of theory in this program was a significant concern, as my personal learning style has always centred around visualization. I do not understand new ideas; I see them as structures. With theory, there is nothing to see until the theory is applied to an example, model or system where I can then visualize connections. It is in this area I most wanted to find growth through this course, and have tasked myself with the challenge of thinking about theory differently. Having said that, visualization is one of my greatest strengths, so my intent is not to replace that skill, but to augment it. Finding the sweet spot between understanding the abstract and a building a detailed mind-map has proven to be the most

In this theory Hutchins and Norman represent the gap between the user and the interface by the gulf. This gulf needs bridges to move across which amplify the demand for studying the psychological characteristics and memory limitations. First, the gulf of execution is describes by the making commands that meets the users goals. Second, the gulf evaluation is described by the output of the system. Thus, the user and the system need to understand each other and the interaction between them must rely on common language. In the same time, when designing an interface the designer need to consider the user cognitive ability, goals and needs.

Students will enter class and their first activity will ask students to create an annotated flow map of events from the 1950s and 1960s that review student knowledge. There are different levels to this activity in order to enable success of students no matter whether they are advanced, average, or struggling learners. Students will be placed in flexible categories and given their assignment (Beam, 2009). The assignment on the surface will look the same; however, when students begin working, advanced learners will come up with the review concepts on their own, average students will have a list of topics to put in order and annotate, and students who are struggling will use option boxes to put review items in the correct boxes with annotations (Beam, 2009). Once students complete their version of the flow map, they

‘Design Thinking’ solutions have the potential to change work habits and attitudes alike, so the accommodations made for users is vital to a solution’s success. How someone feels after experiencing change is an indispensable factor, especially when attempting to alter an individual’s perspective. In turn, these changes must be somewhat tangible so that users can more easily adjust by having something to follow and keep track of. Finally, solutions of this nature should always focus on the bigger picture in order to maintain direction, user freedom, and the solution’s ability to adapt. These three principles of operation, social fluidity, tangible nature, and broadminded approach, will facilitate the creation of an effective

Graphic organizers are also great tools for building vocabulary to help students focus on unfamiliar words through a road map, or outline of the reading. Also, students can use organizing tools like Venn diagrams to compare and contrast information and other tools to practice literacy skills helpful for comprehension. With the use of concrete items or visuals, students can better connect prior information to new concepts. For example, when teaching a unit on a topic about travel, the teacher can present a story to the class and then provide them with real objects related to travel as a way to support, provide meaning, establish interest, and link background to influence learning. In regards to vocabulary, concrete items and visuals are also helpful in the pilgrimage to support ELL’s in social studies. Due to the multiple meanings words can carry with them, concentrated vocabulary instruction focused on visuals and continued practice is important for students to build word knowledge. For example, when presenting a lesson filled with new vocabulary, ELL’s can benefit from the use of pictures, drawings, or objects to explain word meanings in a more appropriate tangible manner. After words are learn, teachers can increase content retention by providing the class with many ongoing opportunities to practice their vocabulary. Lastly, social interactions are

thinking as it encourages design to focus empathetically on the end user rather than as an afterthought.

Meredith Davis’s book “Graphic Design Theory” was published in September 2012 by Thames & Hudson. This book blends a study of historical thinking of design with contemporary / modern approach to it. It also suggests students to critically analyse their work and asks them to adopt the design theories to embellish their practical design work as it will help them construct better work. This book also helps in understanding the consumers and the history of Graphic Design and also talks about a range of theories and introduces a collection of concepts and sources for future use and reference. In this book, Meredith Davis talks about the relationship of visual representation to the contexts of design. It talks about focusing on the broad and long term aftereffects of design and not to design only for the moment and responding to prompt needs.

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.

It is the commonly overlooked interactions and interfaces that affect marginalized communities that have motivated me to pursue MHCI + D. I credit my educational and cultural background for having afforded me the qualities to meet the rigor of this demanding course and profession. I bring with me a penchant for teamwork and leadership, and a developed thinking model allows me to be innovative while working in an arduous multi-disciplinary environment. Being a member of the MHCI + D cohort will allow me to become part of a community that is exploring the small and infinitely complex problems that encompass interaction design.

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic