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Mary Zedeck

Presentation given at NJWA in April, 2008.

Tecnología Educación

Mary Zedeck Instructional Designer Teaching Learning and Technology Center Seton Hall University

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Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.

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Presented at the 2014 Blackboard Institutional Performance Conference (30-31 October 2014). ABSTRACT: Passing grades and retention through to degree are essential to success in higher education, but these factors are too often mistaken for ends in themselves. A high-performing student environment has provided teachers and researchers at Emory University with a space to think critically about what success means, and about the extent to which data might inform the design of successful learning environments. This presentation will (1) discuss some of the unique challenges encountered by Emory University during its 2013-2014 Blackboard Analytics pilot, (2) describe several provisional insights gained from exploratory data mining, and (3) outline how Emory’s pilot experience has informed support of learning analytics on campus. What we have learned at Emory University has both broad and deep implications for how institutions use data in support of student success, but these insights could only have been achieved in an environment where grade-performance and retention are not significant issues.

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IT 549 Scenario Assignment Module Six Guidelines and Rubric For the Module Six assignment, students will be placed into the role of an IT consultant whose task is to evaluate an existing organization’s security protocols. Once the protocols have been analyzed, students will synthesize this knowledge to provide insight into the likelihood of certain threats occurring. The skills acquired from this exercise will prove to be beneficial during the final stages of designing the information assurance plan. Prompt: In your role as a highly paid consultant, you are given a list of potential threats to and vulnerabilities of the current communication security protocols of an organization. You are asked to provide quantitative data to measure the likelihood that any of these threats will actually occur for the information assets of the client. Conduct research and describe resources you found that might provide insight into measuring the likelihood that some of the threats would actually occur. In the explanation, include whether you see a trend in resources that might indicate a specific industry is particularly involved in gathering this kind of data. Additionally, evaluate which communication security protocols are more effective and provide an explanation. Guidelines for Submission: Your responses for the prompt must be submitted as two to three paragraphs and as a Microsoft Word document with double spacing, 12-point T imes New Roman font, one-inch margins, and at least three sources cited in APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Quantitative Data Meets “Proficient” criteria and the quantitative data is substantiated with research based evidence Response provides quantitative data to measure the likelihood that any of these threats will actually occur Response attempts to provide quantitative data; however, the data requires more substantial evidence to prove the likeliness of the threats occurring or not Response does not provide any quantitative data 20 Insight Meets “Proficient” criteria and explanation uses content based vocabulary and research based evidence to support the answer Response explains and provides insight into measuring the likelihood that some of the threats would actually occur Response provides insight into measuring the likelihood that some of the threats would actually occur but does not explain the likelihood of the threats Response does not provide insight into measuring the likelihood that some of the threats would actually occur 20 Trend in Resources Meets “Proficient” criteria and the trend that is identified is substantiated with research based evidence Response specifies a trend in resour.

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Ethics Case Study Rubric Criterion Strong Average Weak all points 2/3 of points 1/3 of points What Happened? 12 points Fully and clearly describes the nature of the case/accident including consequences in terms of fatalities, injuries, and costs Describes the nature of case/accident but only includes some of the consequences in terms of fatalities, injuries, and costs Only describes the nature of the case/accident but does not include any of the consequences Accident Causation 12 points Fully describes the causes and failures in either the equipment, process, procedure, training or personnel that led to the accident. Describes some of the causes and failures in either the equipment, process, procedure, training or personnel that led to the accident. Presents a superficial or incomplete description of the cause of the accident and its failures Changes and Technical improvements 12 points Fully describes lessons learned from the accident in regards to safety, laws passed, processes changed. In addition describes whether what was done is adequate and if not, what should be done? Describes lessons learned from the accident in regards to safety, laws passed, processes changed. Does not describe whether what was done is adequate and if not, what should be done? Superficial description of lessons learned and/or fails to detail changes, laws passed or an adequate analysis of what should have been done Research 12 points Excellent research into the issues with clearly documented links to sources. Minimum of 5 quality sources cited not including the textbook. Good research into the issues with documented links to sources. Minimum of 3 - 4 quality sources cited not including the textbook. Limited or incomplete research to sources and less than 3 sources cited Evidence of thorough research by each team member of the case assigned on their own with written document with basic information about the case and the source of the information with a minimum of 3 sources. Evidence of some research by each team member of the case assigned on their own with written document with basic information about the case and the source of the information with a less than 3 sources. No individual work provided and or superficial individual work provided with less than 2 sources or none listed. Writing Mechanics 12 points Demonstrates clarity, conciseness and correctness; writing is free of grammar and spelling errors Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization Writing is unfocused, rambling, or contains serious errors; poorly organized Citations 10 points Provides in-text citations with a reference page in the paper and the powerpoint presentation Pro ...

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Running Header: LEARNING RESOURCE 1 NETFLIX 4 LEARNING RESOURCE 2 Learning Resource Name Class Professor Date TOPIC: CYBER SECURITY Profile of Intended Learners Cybersecurity refers to the protection of Internet-connected systems such as hardware, software, networks, and data from cyber attacks. Today’s modern world is considered digitalized. Cybersecurity is one of the fastest growing fields that have called for a great deal of attention. The intended learners for this cybersecurity course are undergraduates who have high analytical skills, passionate about technology, and intrigued by issues related to cybersecurity. Basic computer skills, mathematics, and basic security measures are the critical knowledge needed for learning cybersecurity. Technical and soft skills are essential in learning cybersecurity. Communication and problem-solving knowledge are the current knowledge that learners in the cybersecurity course would need. A Table Overview of Cyber Security Content CONTENT SUMMARY Introduction to Computing Learner would be introduced to computers as multipurpose electronic devices. They would learn how the devices receive, process, and store data. They would be taught how to use the together with the internet. Students would also learn the fundamentals of programming, control structures, and data structures. Computer Security Students would get to learn the techniques to ensure confidentiality, integrity related to disclosure and access of information, and techniques to prevent denial of services. Students would also be required to analyze various protocols and algorithms to facilitate a higher working knowledge of the programming language. Network Security Learners would learn about protecting the usability and integrity of networks and data. Students would be taught how to analyze security threats exposures, protect systems and data, deployment of firewalls and data encryption to minimize threats. Learners would further be taught how to assess alternative user and host authentication mechanisms to manage risks originating from outside networks. Cisco Networking Students would get to learn about the Cisco networking syllabus. The major focus of the content would be on routing and switching. Learners would get to be taught about the basic routes and switches of Cisco and explore the boot up process. They would further learn how to explore different configuration modes of routers and how to use the help functions to facilitate efficient navigation of operating systems. A Concept Mapping Overview of Learning Activities A Statement of Learning Theory Cybersecurity is a computer science topic, and the use of a scientific study of instructional design would be vital to facilitate learning. The constructivism theory would form the basis for the overall instructional design to promote knowledge of the cybersecurity topic. Constructivism would allow the learners to be in control of their learning. For the students to fully benefit from .

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1. Mary Zedeck Instructional Designer Teaching Learning and Technology Center Seton Hall University

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12. Mary Zedeck [email_address]

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