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Module 1 - Coggle Diagram
Module 1
5) The Nine Belbin Team Roles
Resource Investigator
Strengths
Enthusiastic
Explore
Outgoing
Opportunity
Teamworker
Strength
Diplomatic
Weakness
Lose weakness
Co-operative
Perceptive
Listens and everts frictions
Weakness
Indecisive in crunch
Co-ordinator
Strength
Confident
Identity
Mature
Clarifies goals
Weakness
Manipulate
Plant
Solves problems
Strength
Free thinking
Generates ideas
Imagination
solves difficult problems
Creative
Weakness
Ignore incidental
Monitor Evaluator
Strength
Strategic
Discerning
Sober
Weakness
Lacks the drive and abilities
Specialist
Strength
Self starting
Dedicated
Single mined
Weakness
Contribute on a narrow
Dwell on the technicalities
Shaper
Strength
Challenging
Dynamic
Pone to provation
Thrives on pressure
Weakness
Provacation
Implementer
Plan a workable strategy
Strength
Reliable
Pratical
Efficeint
Weakness
Inflexible
Completer Finisher
Over-optimistic
Strength
Conscientious
Anxious
Painstaking
Weakness
Worry unduly
1) Everyday Connectivity TQF3
1.3) Course Management
1.3.1) Course Description
The Internet, computer networks, and the World Wide Web (W3)
1.3.2) Credit hours per trimester
Lecture: 48, Self-study:96
1.3.3) Number of individual counseling and guidance hours
1 hour/week
1.4) Development of Students’ Learning Outcome
1.4.1) Summary on the knowledge or skills
CLO1-7
1.4.2) Teaching methods
Teaching methods
Reading assignment, quiz, situated learning
activities, team discussion
CLO1-3
Reading assignment, quiz, situated learning
activities, team discussion, SWOT analysis
CLO4
Situated learning activities
CLO5
Team-based learning, hall of fame
CLO6
Reading assignment, quiz, situated learning
activities, team discussion
CLO7
Evaluation Methods
Team report, class discussion, exam
CLO1-4
Team report, class discussion
CLO5
Teammate evaluation
CLO6
Word problems, examination
CLO7
1.2) Goals and Objectives
1.2.2) Objectives of Course Development/Revision
Course Objectives
Strong foundation for students to able to utilize technologies
1.2.3) Course-level Learning Outcomes: CLOs
CLO1 Basic Internet and W3 terminology.
CLO2 Impacts and potentials of the Internet technologies
CLO3 Threats and dangers
CLO5 Select Internet and W3 technologies
CLO4 Utilize email and various social media
CLO6 Independently conduct online researce
CLO7 Work effectively in a team
1.2.1) Course Goals
make students aware of the benefits of the Internet beyond entertainment
1.5) Teaching and Evaluation Plans
1.5.1) Teaching plan
Week
1 Introduction to course
and team-based learning
2 Basic terminology
3 Impacts of the Internet and W3
4 Threats and security
5 Threats and security
6 Building personal brand using the W3 and social media
7 Building personal brand using the W3 and social media
8 Using the W3 and social media for organizations
9 Using the W3 and social media for organizations
10 The Internet technology for organizations
11 The Internet technology for organizations
12 Conclusions and exit activities
1.5.3) Student Appeals
N/A
1.5.2) Plan for Assessing Course Learning Outcomes
Formative Assessment
Answer comparison
Individual quiz result
Team quiz result
Reflective question
Class discussion
Team report
Summative Assessment
Tools and Percentage Weight in Assessment and Evaluation
Peer evaluation
Team Report
Class Discussion Quiz & Exam
Grading System
A, B+, B, C+, C, D+, D, F
Re-examination
N/A
1.1) General Information
1.1.1) Course code and course title
ICGN 118 Everyday Connectivity
1.1.2) Number of credit
4 (4-0-8)
1.1.3) Program and type of subject
Undergraduate Degree (International Program)
General Education
1.1.4) Course Coordinator and Course Lecturer
Both Kritya Bunchongchit
1.1.5) Trimester/ Year of Study
All trimesters
1.1.6). Pre-requisite
N/A
1.1.7) Co-requisites
N/A
1.1.8) Venue of Study
Mahidol University, Salaya campus
1.1.9) Date of Latest Revision
December 19, 2018
1.6) Teaching Materials and Resources
1.6.2) Assigned reading set by the instructor in the designated e-learning website
1.6.1) Campbell, J. (2014). Discovering the Internet: Complete (5th ed.): Course
1.7) Evaluation and Improvement of Course Management
1.7.1) Evaluating course effectiveness by students
1.7.2) Evaluating teaching methods
1.7.2) Improvement of teaching methods
1.7.4) Verification process for evaluating students
1.7.5) Review and plan for improving the effectiveness
4) Team Based Learning Column 3: Students'
Viewpoints on TBL
Advantages
active learning and engagement
group discussion
reinforcing concepts
the viewpoints of different students
Challenges
adjusting to a new learning style
amount of time it takes to learn the material
Differences
fewer materials
own study materials, different info
Influence
open to new ideas
explain or defend their own ideas
team members’ ideas can come together
Tips
Do assigned reading and study guides
say what you think about a subject
Take notes
Stay organized and focus on the topics
TBL experience
familiar with the material on an individual basis
better acquainted with it through group work
minimal guided instruction
3) Team-Based Learning: Group Work That Works
3.1) strategically-formed, permanent teams
maximize the benefits of diversity and team development
to develop into high-performance learning teams
3.3) Application activities
the most rational approach
to segment and distribute the work among group members.
A better task structure for a learning group is a convergent task
courtroom jury
3.4) Peer evaluation
mid-course and end-of-course
one thing they appreciate about that team-mate and one thing they request.
contribute to student grade
online system called TEAMMATES
3.2) Readiness assurance
Appeals
a clear statement of argument
evidence cited from the preparation materials
Preparation by students outside of class
readings
podcast
videos
Team readiness assurance test (tRAT)
they turn in their individual tests
take the exact same test again
come to consensus on their team answers
Students teach each other a tremendous amount in this phase
Individual readiness assurance test (iRAT)
multiple-choice test over preparation materials
basic
short
Research
High student satisfaction
High student engagement
Higher examination scores
6) Bloom’s Taxonomy
Allowing the audience to understand our goal
6) major categories
Remember
Understand
Apply
Analyze
Evalute
Create
2) Important Features in Canvas
2.2) Canvas Notification
2.2.1) Open the Notification settings.
2.2.3) Set notification references as fit to your preferences.
2.1) Assignment Submissions
*In case you submit assignment after the due date and time
Possible to submit within 1 week after due date
BUT with a penalty of 75% score deduction
2.1.2) Assure the success of the submission after submitted
2.1.2) Read the instruction carefully and use the rubric
2.1.1) Check the Upcoming Assignments
**How to Check Feedback in Rubric
general feedback are in the bigger italic font
instructor's personalized comments are in the smaller italic font under the general comments
7) The 10 skills you need to thrive in the Fourth Industrial Revolution
10 significant workforce
2020
Cognitive flexibility
Negotiation
Service orientation
Judgement and decision-making
Emotional intelligence
Coordinating with others
People management
Creativity
Critical thinking
Complex problem-solving
2015
Creativity
Active listening
Judgement and decision-making
Service Orientation
Quality Control
Negotiation
Critical Thinking
People management
Coordinating with others
Complex problem-solving
Creativity
new technologies
Robots
artificial intelligence machines