Waching daily Jul 27 2018

DIY LOL Surprise Custom My Little Pony Rainbow Dash Video for kids

For more infomation >> DIY LOL Surprise Custom My Little Pony Rainbow Dash Video for kids - Duration: 4:39.

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How to Use this Website Video - Duration: 3:35.

Hello everyone!

Welcome to ANURADHA GOPU'S ELEARNING COURSES Website on Moodle Cloud!

I am Anuradha Gopu, the creator and owner of this website, and this video is a brief

tour of the website to help you work with it easily.

As you probably already know, you can only access the website with a valid Username and

Password, which must already have been communicated to you at this time.

Every time you log in to the website, you will land on its HOME page.

Scroll down the Home page to find videos and manuals on how to move around the website

and to learn about the website's Academic Honesty Policy and Honor Code.

The website menus are hidden by default, and can be accessed, at any time, by pressing

the Menu Button on the Top Left corner.

Here, you will find links to some important pages on the website.

These are your Home page, your Dashboard, your Calendar, your Private Files and your

courses.

The Dashboard page contains a comprehensive overview of different aspects of your account.

When you initially log into the website, this page would contain the Course Overview block,

the Upcoming Events block, the Calendar block and the Latest Announcements block.

However, you may customize this page as per your requirement or preference, by clicking

the "Customize this Page" button.

Customization features include moving blocks around, adding new blocks and removing existing

blocks.

The Dashboard can also be accessed from the User Menu available on the Top Right corner

of the website.

Additionally, this menu also contains links to your User Profile, Gradebook, Messages

and Preferences, or Settings.

This will also be the place to go to when you wish to log out of your account.

As you scroll down the Home page of the website, you will find links to courses that you are

currently enrolled in.

These links can also be found in the Menu, under the 'My Courses' tab, as well as

in the Dashboard.

To access any of your courses, simply click on its link.

This will take you to the Course page, where you can find all materials, activities and

files related to the course.

When you are inside a course, your Menu will also contain links to all your important course

pages, in addition to the links commonly found there.

You may find "Question Mark" symbols on some areas of the website.

These are Help buttons and will provide helpful information related to the area of the website

you are in.

So, that was a brief tour of the website!

For step-by-step instructions to the website components we explored in this video, you

may go through or download the "How to Use this Website Manual", a link to which is

available on the website's Home page.

In case of any problems, please send me a message through the Messages page, a link

to which is available on the website's Top Right corner.

I hope you find this website easy to maneuver, and the courses enriching and interesting.

See you in one of the courses!

Bye for now.

For more infomation >> How to Use this Website Video - Duration: 3:35.

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Tomaten challenge das ganze Video - Duration: 4:55.

For more infomation >> Tomaten challenge das ganze Video - Duration: 4:55.

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Week 2 Video - Authoring Content - Video - Duration: 10:39.

Hello everyone!

In this video, we will talk about written content, what it means to author it and ways

to author effective content for lessons.

Let us first start with a brief discussion on content.

Content for a lesson encompasses any and all kinds of resources that may be used to impart

the concepts and knowledge covered in that lesson.

This content may be textual, or in the form of images, maps, graphic organizers, videos,

podcasts, and simulations.

In the publishing industry, content is mainly in the form of printable media, such as written

content, maps, images, illustrations, graphs and graphic organizers.

Authoring content refers to the process of writing original content, on any subject,

in one's own words.

For any authored content, the legal rights to control its publication and sale are possessed

by either the author or a third party with whom the author may be in a legal contract.

This is known as copyright, and such content is said to be protected by copyright.

For example, most of the content available on this online course is a production of the

course creator.

So, the course creator holds the copyrights to all this content, and her permission is

mandatory for its commercial reproduction and sharing in any form.

Authoring good, original content is one of the most important tasks in the publishing

industry.

As an academic author, it is your duty to ensure that you write relevant, enriching

content for lessons that can be compiled together for the creation of engaging and useful books.

As you start authoring your own academic content for K-12 curriculum development, let us look

at some important points to keep in mind while creating textual material.

- Covering the Syllabus – The most important aspect to keep in mind while authoring content

for any K-12 topic is the syllabus for that topic, or the curriculum standards for that

particular topic.

Before authoring content for your topic, ensure you know the different points to be covered

as recommended by its corresponding syllabus.

As you author content, ensure that you cover all important concepts, facts and finer points

required.

However, at the same time, you must also take care to not include a lot of unnecessary information

not specified in the curriculum.

In case of any doubts, refer to the internet or other resources and consult your Subject

Matter Expert or peers before you proceed in order to avoid unnecessary re-work on everybody's

part later on.

- Conceptual Accuracy – As authors of academic books, one of your most important responsibilities

is to ensure that you consistently produce reliable content for your publication, which

is free of errors of any kind.

The most important error types that you, as an expert in your subject, need to take care

of are conceptual and factual errors.

Most publications are extremely strict in matters related to conceptual and factual

errors in authored content, and rightly so, since academic books with such errors can

quickly lose credibility in the market.

So, as you author any content, check and double-check any facts and concepts that you include in

it to ensure minimal errors on your part.

In case of any doubts, always refer to the internet or other resources and consult your

Subject Matter Expert and/or peers before proceeding further.

- Length – Working at a publication, you would most probably be authoring content to

be compiled and published in the form of books.

If that is indeed the case, your content would almost always have a word limit or a page

limit that it must abide by.

This restriction has more than one benefits: o It sets a limit on the total number of pages

expected in the final published book, thus helping management estimate the financial

aspects of the project.

o AND It helps restrict the amount of information presented in the book, thus avoiding possible

cognitive overload in learners.

As an author, you must ensure that the content you write stays well within the word or page

limit specified by your management and/or seniors.

For this, you must practice writing in concise, clear sentences, and to always review your

work before submission.

- Depth of Content – As a person with a strong background in a particular academic

subject, it is often the tendency of many curriculum developers to include as much interesting

information, questions and examples as possible in the first draft of their authored materials.

However, as discussed earlier, this could negatively affect the final product in terms

of book size as well as possible cognitive overload for learners.

To avoid this, authors must always take care to dive to appropriate depths in any topic

they author.

In case of any doubts, always refer to the internet or other resources and consult your

Subject Matter Expert or peers before proceeding further.

- Include Relevant Examples – A great way to help learners digest and comprehend the

information you include in your lessons is through relevant examples.

Examples and case studies help learners relate to the information better and make it easier

to understand.

They also make the process of learning a lot easier for learners, thus ensuring that they

stay engaged in the process for a long time.

As you author content for lessons, always try to include 1-2 relevant examples and case

studies in your text, wherever possible.

It will make your content clearer and far more engaging.

- Authoring Age-appropriate Content – As an author working with books for learners

of different ages, it is important for you to understand how to write content that is

age-appropriate for your target readers.

While younger learners almost always require short, concise sentences with 'small'

words, older learners can usually read longer sentences and more complex vocabulary more

comfortably.

In addition to this, academic authors must also ensure that the content included in their

creations should either be explained in the present lesson (or lessons being simultaneously

covered in other subjects) or should have been covered in previous grades.

For example, while authoring text for a subject, be it science, social science, mathematics,

or any other subject, it would not be advisable to include a percentage in your text, such

as 75%, if learners have not yet read about percentages, or even if their mathematics

curriculum specifies that they would be covering percentages in the present academic session,

but at a later stage.

In case of any doubts, always refer to the internet or other resources and consult your

Subject Matter Expert and/or peers before proceeding further.

- Language and Writing Style - One of the important aspects of authoring good content

is being able to convey your thoughts and meaning effectively to readers.

For this, it is important for authors to use appropriate language and grammar in their

texts, as much as possible.

Using suitable vocabulary and grammar is important as it helps not only make the text look better,

but also helps in comprehension of the concepts and information covered.

Additionally, authors must also ensure that they maintain a consistent writing style,

similar to the one used in their publication's other books.

Although one may argue that taking care of problems related to language and writing style

of text is the responsibility of the publication's editors, it is always best to turn in freshly

authored text in the best shape possible, as further reviews can then be used to enhance

it further.

This would also expand the author's personal knowledge base, helping them grow professionally.

Plagiarism Although this aspect could have been covered

as another point in the previous topic itself, it deserves its own, new discussion space,

owing to its level of importance in the field of publication and writing.

In the beginning of the lesson, we discussed in brief about copyright on authored content,

which specifies who legally owns and has the right to alter, publish and reproduce any

written content.

The topic of copyright relates to another significant term in the publication world

– PLAGIARISM.

Plagiarism is the act of copying or using the work, ideas, expressions and language

of another in one's own creations, without permission or proper citation.

Plagiarism is considered a serious fraud and legal offense in the publication world, and

hence, as an author and curriculum developer, you must constantly take care that you abide

by copyright laws that protect authored content.

Resources such as the internet and other textbooks must always be referred to only for conceptual

clarity and/or inspiration, and the original creations of other authors must never be a

part of your content.

For more information on copyright laws, please refer to the internet or consult your Subject

Matter Expert and/or peers.

Many-a-times, academic authors are also responsible for reviewing the content created by other

authors and giving their feedback on it.

While reviewing such content, it is always advisable to first check it for plagiarized

content.

For this purpose, a number of online tools are available today that help easily check

written materials for plagiarized content.

These tools are often extremely effective and help catch content that might have been

copied from obscure parts of the internet.

A link to one such Online Plagiarism Checker Tool has been provided in this week's Additional

Resources page.

I encourage you all to explore it and to use it in your everyday work, as required.

To learn more on the topics covered in this lesson, further explore the additional resources

given near the end of this week's module.

You can also use the internet to research more on the topics, and should consider posting

any good web-links that you find to the week's General Discussion forum.

Thank you and I will see you in the next lesson….

For more infomation >> Week 2 Video - Authoring Content - Video - Duration: 10:39.

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Week 3 Video - Planning a Lesson - Video - Duration: 5:43.

Hello everyone!

In this lesson we will continue our discussion on lesson plans and will briefly discuss some

important points we should keep in mind as we start developing them ourselves.

So, to recap, a lesson plan is a document usually created by teachers or curriculum

developers that outlines the flow of a particular lesson.

Lesson plans play a significant role in successful lesson delivery and are often considered an

integral part of lessons.

There is no one standard way of creating lesson plans.

Lesson plans created by different people, for different subjects and for different lessons

can look and feel different in a lot of ways.

The lesson plans created at different academic publications can have different formats and

different writing styles.

However, the important point to keep in mind is that, for a lesson plan to be successful,

it must be created keeping a realistic view of the class in mind, using appropriate strategies

and activities.

Let us now discuss a few important points we should keep in mind while developing lesson

plans.

- Keep the end, OR the learning objectives, in mind – As we discussed in the previous

video, every effective lesson plan, and lesson, should center on its learning objectives.

This helps in focused lesson delivery, ensuring that the learning objectives are met by the

end of the lesson.

Teachers and curriculum developers should, therefore, always keep in mind the learning

objectives of the lesson while developing their lesson plan.

- Use appropriate teaching strategies that enhance the lesson – A good lesson plan

contains in it useful teaching techniques and strategies that are appropriate for the

lesson at hand.

While developing a lesson plan, ensure that the activities, interactions and strategies

you introduce in it complement the lesson and help enhance learners' skills and understanding

of content.

Incorporating teaching strategies or activities just to cover time is a poor way of planning

lessons.

- Use appropriate formative assessments – Just as the use of relevant teaching strategies

and activities is important for a successful lesson, a good lesson plan should also contain

suitable formative assessment tools in it that give the learners as well as the teacher

an idea of where the lesson stands.

Again, these assessment tools should complement the lesson and try to enhance it, rather than

just being present in the plan to cover time.

- Use a consistent format and writing style – Although lesson plans have no set or defined

format, different academic publications use templates and formats created by their own

teams.

These formats and templates follow a consistent writing style and method for the lesson plans,

to maintain consistency across subjects.

As a curriculum developer working at an academic publication, it is your duty to ensure that

you always maintain the proper format and use prescribed templates while creating your

lesson plans.

You must also consult your Subject Matter Expert and your peers and try to grasp the

writing style used in your publication's lesson plans before creating your own drafts,

to ensure you maintain a consistency in the writing style and tone as well.

- Plan the Lesson Time – Another important aspect to be kept in mind while planning lesson

plans is the time or length of the lesson.

A good lesson plan should effectively use all the time available in the lesson, spacing

out different parts of the lesson such as introduction, class activities and formative

assessments appropriately so that each of these parts have sufficient time to be covered.

During this process, a teacher or curriculum developer must also keep in mind the "realistic"

time it might take for learners and teachers to cover different parts of the lesson, so

that a realistic lesson plan can be developed.

- Avoid Over-planning – While planning a lesson, it can often happen that a teacher

or a curriculum developer tries to plan each and every minute of the lesson, to ensure

that the entire time available for the lesson is spent fruitfully.

While the intention behind this practice is appreciable, it is not advisable to actually

do so since such strict planning would leave no wiggle-room in the lesson.

When a lesson realistically takes place, there can be a number of things that can go differently

and there should be some scope in the lesson plan to adjust to such events.

As you are probably already aware, this was the last video lesson in your course.

All the different types of curriculum materials we have discussed about in this course so

far are equally important for imparting meaningful learning, and each of these materials has

its own important role in helping students learn.

As a curriculum developer, it is your responsibility to create these materials with utmost sincerity

and dedication, and to try to deliver your best work possible for the sake of the end-user,

i.e., the learner.

To learn more on today's topic, explore the additional resources given near the end

of this week's module.

You can also use the internet to research more on the topic, and should consider posting

any good web-links that you find to the week's General Discussion forum.

Thank you and I will see you in the next video….

For more infomation >> Week 3 Video - Planning a Lesson - Video - Duration: 5:43.

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Nếu không có Video này thì không ai biết CON NGƯỜI THẬT của MESSI ► Quá cảm động - Duration: 8:15.

For more infomation >> Nếu không có Video này thì không ai biết CON NGƯỜI THẬT của MESSI ► Quá cảm động - Duration: 8:15.

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Week 3 Video - Creating Worksheets - Video - Duration: 5:28.

Hello everyone!

In this lesson we will look at worksheets, why they are important in delivery of effective

lessons and how to create them.

A worksheet is essentially a set of prepared exercises created with the intention of indulging

learners in a practice session or formative assessment session, after going through a

lesson.

An example of a worksheet is shown here.

Worksheets are a popular way of testing learners in a classroom setting.

They help learners practice the concepts they have been exposed to and track their own progress.

They also help teachers get an idea of how effective the lesson may have been so far,

which is information they can use to alter their upcoming teaching strategies, if needed.

A worksheet is typically made up of at least 2 or more questions, of different varieties,

difficulty levels and ideally covering skills of different Bloom's levels.

They may have short-answer as well as long-answer questions and generally cover all topics discussed

in a particular lesson.

In some cases, learners may be encouraged to complete their worksheets in class, while

in other cases, learners may need to complete their worksheets as part of their homework

assignments.

Apart from testing learners, worksheets are also sometimes used as part of a teaching

strategy, or an activity, in case the questions/tasks included in the worksheet are suitable for

the purpose.

Since worksheets are such useful components of classes, academic authors, such as you,

must be adept at creating them for the lessons that they work on.

Let us now look at some things we should keep in mind while we plan and create worksheets

for our lessons.

- Include questions from the most important part of the content – Since the primary

goal behind the creation of worksheets is to give learners sufficient practice, it is

advisable to always include questions in worksheets from the most important parts of the content.

This would help learners focus on these areas and spend more time reviewing them.

It would also help give learners an idea of the types of questions that they can expect

in their summative assessments, from this topic.

- Use direct questions, wherever required – Since worksheets are intended to help

learners focus on the important parts of a lesson, it might be a good idea to include

some questions in them that target learners' lower-order thinking skills, such as Remembering

and Understanding.

Such questions would help learners master the content first, before trying to apply

it in higher-order questions.

- Focus on Higher-order Thinking Skills – Although recollection and comprehension of facts and

concepts covered in a lesson are important, the real challenge for learners lies in being

able to apply this knowledge in problems that involve higher-order thinking skills.

Hence, in a good worksheet, a good part of the questions created should aim at testing

learners' higher-order thinking skills such as applying, analyzing, evaluating and creating.

- Arrange Questions in their order of Difficulty – A good worksheet should always contain

questions covering all the important parts of its corresponding lesson, arranged in increasing

order of difficulty.

This difficulty level may be based on the skills focused on in each question, or may

be based on the difficulty level of the concepts covered in the lesson.

Another effective alternative could be to try to arrange the questions in the order

of concepts discussed in the lesson first, and then, within this order, arranging questions

related to each of these concepts in increasing order of their skill-level.

- Volume of Questions – This is a point of consideration that must be kept in mind

not only for worksheets, but also for all kinds of assessments that a teacher or a curriculum

developer creates.

While there should be sufficient number of questions included in a worksheet, one must

take care to not include too many questions in there, which might lead to mental exhaustion

in learners.

Such practices can be detrimental to learning as they can gradually cause learners to shirk

assessments.

As we learnt so far, the content created for any lesson contains more than one aspect to

it, such as the actual lesson content, visual aids related to it and its corresponding worksheets

or formative assessment tools.

In the upcoming lessons, we will learn how to plan a lesson or a classroom session around

the learning objectives, content and summative assessments created so far.

To learn more on today's topic, explore the additional resources given near the end

of this week's module.

You can also use the internet to research more on the topic, and should consider posting

any good web-links that you find to the week's General Discussion forum.

Thank you and I will see you in the next lesson….

For more infomation >> Week 3 Video - Creating Worksheets - Video - Duration: 5:28.

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Week 1 Video - Blooms Taxonomy - Video - Duration: 7:23.

Hi there!

So we begin our Week 1 module, AND our course, with Bloom's Taxonomy.

Bloom's taxonomy was invented in the year 1956 by an educational psychologist named

Dr. Benjamin Bloom and a bunch of his collaborators.

It was intended to be a method of classifying educational goals and was published under

the name "Taxonomy of Educational Objectives".

Basically, Bloom's Taxonomy is a framework of classification that divides the way people

acquire knowledge and skills into three major learning domains.

These domains are: - The Cognitive domain

- The Affective domain - And the Psychomotor domain

Bloom's three domains of learning focus on three different types or categories of

skills that learners are expected to develop as they go through any kind of learning.

Specifically, - The cognitive domain focuses on the development

of mental skills, and is commonly referred to as the "Knowledge" Domain

- The affective domain focuses on the development of emotional skills, and is commonly referred

to as the "Attitude" Domain - And the psychomotor domain focuses on the

development of physical or manual skills, and is commonly referred to as, simply, the

"Skills" Domain

It should be noted that each of these 3 domains of learning follow a hierarchical order within

themselves, where each level of the hierarchy corresponds to a different level of learning.

In other words, each subsequent level in any of these 3 hierarchies can be achieved ONLY

when the levels below it have been mastered.

Out of these three domains, the cognitive domain is the one most commonly focused on

in traditional education, and will be the main focus of our current lesson.

The cognitive domain of Bloom's Taxonomy focuses on the acquisition of knowledge and

mental skills during any learning process.

This domain is divided into six levels of learning.

These levels are: - Knowledge

- Comprehension - Application

- Analysis - Synthesis

- And Evaluation As mentioned earlier, each level in this domain

can only be achieved by a learner once he/she has mastered the levels beneath it.

For example, a learner will only be able to "Analyze" something once he/she has acquired

Knowledge about it, can Comprehend it AND can Apply it in real-life scenarios.

In the mid-90s, it was felt that the original Bloom's Taxonomy needed to be reconstructed

or revised in order to make it better fit the modern approaches to learning.

So, in the year 2001, a group of researchers published a new, revised version of the Bloom's

Taxonomy.

The two major changes that were introduced in the revised taxonomy were:

- Firstly, Changing of level names from nouns to verbs.

For example, knowledge became the 'Remember' or 'Remembering' level, comprehension

became the 'Understand' or 'Understanding' level, and so on…

- And secondly, rearranging or reordering some of the levels to form a different kind

of hierarchy.

So, the original Bloom's Taxonomy with the 6 levels of Knowledge, Comprehension, Application,

Analysis, Synthesis and Evaluation was changed to…

The Revised Bloom's Taxonomy, comprising 6 levels of learning – Remembering, Understanding,

Applying, Analyzing, Evaluating and Creating.

As you can see here, the Synthesis and Evaluation levels in the original taxonomy have been

reordered in the revised version so that the Evaluate level now appears at a lower level

while the Create level appears at a higher level.

Let us now take a closer look at each of the 6 levels of the Revised Bloom's Taxonomy.

The first Bloom's level, Remembering, focuses on learners' ability to simply remember

and recall facts and concepts that they have been exposed to.

Examples of skills in this level would be defining, listing, identifying, labeling and

tabulating.

The second Bloom's level, Understanding, focuses on learners' ability to comprehend,

interpret or understand the information presented to them.

In other words, a learner, at this level, should be able to present given information

in their own words.

Examples of skills in this level would be explaining, describing, summarizing and comparing.

The third Bloom's level, Applying, focuses on learners' ability to take the information

and understanding that they have gathered from the first two levels and to use it in

new, different situations.

Examples of skills in this level would be solving, relating, classifying and illustrating.

The fourth Bloom's level, Analyzing, focuses on learners' ability to break down the facts

and information presented to them and analyzing these components to construct meaning and

come to conclusions.

Examples of skills in this level would be comparing and contrasting, inferring and analyzing.

The fifth Bloom's level, Evaluating, focuses on learners' ability to judge the validity

of ideas and information, and to present and defend their opinions related to these judgments.

Examples of skills in this level would be justifying, concluding, estimating and predicting.

The sixth and final Bloom's level, Creating, focuses on learners' ability to create something

new out of the knowledge they have gained.

Examples of skills in this level would be constructing, composing and designing.

The six revised levels of the Cognitive domain of Bloom's Taxonomy form the basis of creating

good objectives or goals for lessons, which in turn form the essence of effective lessons.

The Bloom's taxonomy is, by far, the most widely used taxonomy in education and gives

educators an idea of the depth of learning that learners might be achieving in their

classes.

To learn more on the topic, explore the additional resources given near the end of this week's

module.

You can also use the internet to research more on the topic, and should consider posting

any good web-links that you find on the topic to the week's General Discussion forum.

Thank you and I will see you in the next lesson….

For more infomation >> Week 1 Video - Blooms Taxonomy - Video - Duration: 7:23.

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Video # 2- My story - Duration: 8:22.

hello everyone, it's Wesley McKinley here. Today I am gonna give you video

number two, My story. Before I give into the street that I'm going to share with

you today I want to I think it's sort of funny as you can see I'm looking like a

Rudolph here and it's kind of weird I haven't had a pimple in over a decade

and then BAM this thing just starts blowing up on my nose and now I have a

giant red nose so but you know that's the state it's funny but the story that

I want to share with you today is... it's sort of hard to talk about for me I

I went into the army and I was I was very very proud of myself for going

through with this and you know it was it was gonna be the answer to

everything I was very happy with my surroundings and the army, everything

was great everything was great I was gonna turn my life around and I was

gonna do so much with my life I was very happy I was very excited about the

future. Then I I had a very serious injury that I went through and

the doctor came out and just told me that a my career in the

army was over and I had some problems that I went through and some physical

problems from this and I I was I was devastated

it really devastated me it shook me and it was took me a very long time to get

over this this happened in 2015 and it is now 2018

and I'm speaking about it for the first time so that that tells you about it but

the whole reason I'm telling you this today is because I don't want you to

suffer like I did I mean it was it was out of my control there was nothing I

could do from it and I've learned since that those things that you can

control you can't just focus on those in you can't say why did this

happen to me why you just have to pick up and move on and do the best you can. I

wish I really wish that I had done that but it took me a long time and a lot of

struggle on my part and I am I'm I'm doing it now I'm trying to get better

I'm doing everything I can so I actually you know I was I was told

that my speech would be suffering from this and I'm using YouTube videos to get

better at speaking so all this stuff is gonna get better.

The takeaway from this is you know you have to prepare yourself for these

things. I was that guy...yeah, it's not going

to happen to me. I don't need to worry about that stuff. Well it

did happen to me and I hope it doesn't happen to you no but I want you to be

prepared for this stuff if it does happen to you. I mean, um,

just you don't need it think about and think about, stress over these things

that you cannot control. you just have to move forward.

it's just a process, you're just.... it's a bump of the road and you just got to

keep on rolling with it so yeah I I really hope that this will help you in

any way that it can. I want you to realize that stuff just

happens all the time and you just have to think about this. you can't you

can't just stop let it stop you. you have to move on. you can do it. nobody can tell

you that you can't do it. I had doctors tell me that I would not

be able to do stuff but I'm doing stuff and I'm moving about and I'm slowly

solely focused on getting going forward making everything better so I'm hoping

that you've used this video and you get something out of it there's you tell

yourself you know I'm fine if I do if something does happen to me I'm just

gonna roll with it I'm gonna focus on being the best that I can and nothing is

gonna stop me. I don't want anything to stop you. so just take it from me you can

do it you can do it.

well okay well that was that was my story I felt it necessary to share this

information with you I really really hope that you find some kind of value

when that and it helps your life my self or mine you know

so yeah so I want you to do a couple things for me hit the thumbs up it

thumbs down I would rather you hit the thumbs up I want you to subscribe to

this channel if you found this video valuable if you found it anything and

then also I would like it if you would leave a comment below this video and

just tell me what you thought about the video you know tell me you'd be like it

if you didn't like it down what you would like me to talk about in future hi

this video was kind of hard for me to shoot I had something else planned but I

don't think I'm gonna go through with that today but stay tuned in but for

tomorrow I have something in store for you thank you have a great day my friend

and him keep on keeping on

For more infomation >> Video # 2- My story - Duration: 8:22.

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End of Week 3 Video - Duration: 2:20.

Hello everyone!

Congratulations on making it through the final week of the course!

I hope that, like the previous two weeks, you found this week's contents to be beneficial

and enjoyable, and that you are now a little better equipped, than you were earlier, with

techniques and strategies for creating good worksheets and lesson plans.

I hope you enjoyed the tasks and quizzes that were included in the module and that you took

advantage of the discussion forums provided this week and collaborated and engaged in

constructive discussions with your peers.

As the final week of your course draws to a close, I hope you are well on your way towards

finishing your Final Project and submitting it for evaluation.

Unlike your weekly activities, your Final Project will be evaluated by your invigilator

and you must score at least a "Good" on each criteria listed in the Final Project

rubric in order to pass the course.

So, I once again urge you to use your rubric as a guide while creating your project document.

Please ensure that you convert your document into a PDF file before submitting it, as files

of NO other format will be accepted.

When you are ready to submit your file, go to the "Final Project/Summative Assessment"

page provided at the end of your Week 3 module and click on the "Add Submission" button.

Upload your file in the appropriate format and submit.

After completion of all course requirements, you can expect your final course results in

the next 3-4 working days.

In addition to your Final Project score, please bear in mind that you need to score at least

70% marks in all your course's graded tasks combined, in order to pass the course.

Once again, in case you have any doubts, queries or feedback regarding the course OR the final

project, please post a discussion thread in this week's General Discussion forum.

I hope you had a good time in the course and that you were able to learn something new.

I thank you for being an active member of the course, and for sticking with me for the

past three weeks.

I wish you all the best of luck for your Final Project submission and for all future endeavors.

You can get in touch with me anytime through e-mail or social networking sites, should

you feel the need to do so.

With that, I thank you once again!...

All the best for your Final Project submission!

B-Bye!

For more infomation >> End of Week 3 Video - Duration: 2:20.

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VIDEO: More than 100 drug tunnels discovered in border town of Nogales - Duration: 2:25.

For more infomation >> VIDEO: More than 100 drug tunnels discovered in border town of Nogales - Duration: 2:25.

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Week 2 Video Choosing Visual Aids Video - Duration: 7:42.

Hello everyone!

In this video, we will learn about the importance of incorporating visual aids in lesson content,

and ways to search for relevant visual aids.

Visual aids are any form of instructional tools that are primarily intended to appeal

to the vision of a target audience.

In the previous lesson, we learnt that visual aids for lesson content can be in many forms,

such as images, maps, graphic organizers, videos, podcasts, and simulations.

In the publishing industry, visual aids are usually in the form of printable media, such

as images, illustrations, graphs, graphic organizers and maps.

Visual aids play an important role in building effective lessons, due to a number of reasons.

Some of these reasons are: - Visual aids such as diagrams, illustrations

and maps help comprehend the underlying concepts and facts better than mere written text

- Visual aids such as graphic organizers, concept maps and charts help learners connect

and retain information easily for a long time - They help make the lesson more engaging

and interesting - Visual aids, along with written text, help

present information to learners in more than one ways.

This allows learners with different learning styles (or learning preferences) to access

information in their preferred method, leading to better learning.

- AND Visual aids add to the aesthetic appeal of books and lessons, thus hooking learners

to lessons for longer periods.

As a curriculum developer and academic content creator, one of your important responsibilities

in relation to creation of lesson content is the compilation of relevant, appropriate

images to go with your content.

Like with authored content, there are certain points that one should keep in mind while

going through this process as well.

Let us now look at some of these points.

- Start with your Publication's Preferred Database/Website – Academic publications,

in many cases, have paid subscription packages with many popular online high-resolution image

websites, such as Shutterstock or Dreamstime.

Before you begin your image search, talk to your seniors or management and find out about

any such subscriptions they may have.

In case they do, it is best to start your image search with these websites.

Should you find an image or illustration relevant to your written content in one of these websites,

you can directly use the visual aid in your lesson content.

- Exercise Caution while Searching on Google.com – In case you are not able to find relevant

images on any of the paid websites, you may switch your visual aid search to Google.com.

However, when you do so, you must exercise caution regarding the images you choose.

o In case you wish to use images exactly as available on Google, click on the 'Tools'

button given below the search bar in Google Images, go to 'Usage Rights' and select

'Labeled for Reuse'.

This will refine your search results to show images that are copyright free.

You may use one of these images directly in your lessons if you like.

o In case you would like your publication's design team to modify a copyrighted image

available on Google, provide exact instructions for the design team, in your lesson content,

detailing the changes you wish to see in the final image.

- Look for Contextually Relevant Visual Aids – With tight deadlines and multiple responsibilities,

authors are often tempted to use images they get on the first page of a search result,

even if it is not contextually relevant to the lesson.

However, it is advisable to, sometimes, go further within the website search result pages

until you find a more relevant image, as it would convey the meaning of the lesson in

a better way.

Every publication house or company has a design team that works with the company to create

or procure fresh, copyright-free images and other visual aids.

It is these visual aids that are published in the finalized books as the copyright to

these images lies with the publication itself.

Along with searching for images and using them in lessons, it is also the responsibility

of an academic author to accompany each image or visual aid with instructions to the publication's

design team.

These instructions are often written somewhere around the visual aid used in the lesson,

as per the publication's individual template or format, and are used by the design team

as a guide to creating the final images for books.

While writing such instructions, there are a few points an author should keep in mind

in order to ensure that the final visual aids are created as expected.

- Be as Specific as Possible – Vague instructions are a strict No-No for the design team.

While giving instructions, always be as clear as possible in order to get a near-perfect

design.

For example, instead of "Show a straight line", be more specific and write "Draw

a horizontal straight line in black color going from the toe nail of the person on the

far left to the left-most leg of the brown chair."

- Write how you Picture it – While giving instructions to the design team, always ensure

you describe the final image or illustration, exactly as you might be picturing it in your

mind.

This would ensure that you get a near-perfect replica of your expectations.

- Give subject-independent instructions – While you are an author and expert at your own subject,

it would be unfair to assume that the people in the design team would know the specific

vocabulary used in your lessons.

Also, one must remember that the design team would probably not be reading your textual

content to match your images to them.

Hence, instructions to the design team should always be given in a language understandable

to common people, who may or may not have much knowledge of your subject.

- Giving Long Instructions is Not Bad Sometimes – Sometimes, you might come across a requirement

for an illustration that needs to be freshly created, and you might not be able to find

any reference images or illustrations for the design team to base the final illustration

on.

In such cases, giving a detailed instruction for the design team would actually be beneficial,

as they would be able to clearly match your expectations.

For example, instead of an instruction such as "Show a girl shopping at a Department

Store" give a more specific instruction such as "Show a girl of about 10-12 years,

wearing a blouse and jeans, pushing a shopping cart.

The girl is at a department store and to her left are the shelves containing vegetables.

The girl's shopping cart contains groceries such as milk, bread, eggs and flour.

The girl is picking up a vegetable.

She is smiling."

Compiling relevant, appropriate and copyright-free images is a process in which perfection gradually

comes with practicing the principles and techniques discussed in this lesson.

As you look for visual aids for your content, remember that whatever you choose should benefit

the end-user, i.e., the learners.

To learn more on this topic, explore the additional resources given near the end of this week's

module.

You can also use the internet to research more on the topic, and should consider posting

any good web-links that you find to the week's General Discussion forum.

Thank you and I will see you in the next lesson….

For more infomation >> Week 2 Video Choosing Visual Aids Video - Duration: 7:42.

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Welcome & Course Introduction Video - Duration: 7:30.

Hello everyone!

Welcome to the DEVELOPING EFFECTIVE K-12 CURRICULUM FOR ACADEMIC PUBLICATIONS Course!

I am Anuradha Gopu, your course facilitator, and in this video, I will be walking you through

the different components of this course.

Before we dive into the course itself, let us first look at whom and how this course

could benefit.

Today, many K-12 academic publications are working towards providing comprehensive packages

of curriculum materials to schools and students.

These packages include a meticulously planned curriculum with curriculum materials such

as textbooks, workbooks, lesson plans and assessment materials.

For the creation of curriculum materials that are published in these books, academic publications

usually employ former K-12 teachers.

Such newly employed Curriculum Developers, also known as Authors, though are excellent

teachers, often struggle with the creation of K-12 content materials due to lack of curriculum

development and publishing experience.

THIS SHORT COURSE IS AN ATTEMPT TO EQUIP SUCH NEW CURRICULUM DEVELOPERS WITH THE BASIC KNOWLEDGE

OF DIFFERENT CURRICULUM MATERIALS AND THEIR CREATION TECHNIQUES.

It is mainly aimed towards educating Science, Mathematics and Social Science authors, and

does not cover curriculum development for languages.

You may find this course beneficial if you are a new Science, Social Science or Mathematics

K-12 curriculum developer at an academic publication and majority of your job responsibilities

involve creation of content, lesson plans, worksheets and assessments for your grade

level and subject of expertise.

This is a fully online course and will be covered in a span of 3 weeks.

The primary objective of this course is to help participants create the basic curriculum

components for any K-12 science, mathematics or social science topic.

Since this is a 3-week course, its contents are split into 3 modules, such that one module

is covered each week.

Every week, you will go through lessons, quizzes and activities of different kinds, some of

which you will engage in alone, and some of which you will engage in along with your peers.

Let us now take a look at how to get started with the course.

As you probably already know, your Username and Password for entering the course website

have been set by your training department and must have been communicated to you separately.

Every time you log in to the website, you will land on its HOME page.

Scroll down the Home page to find videos and manuals on how to move around the website

and to learn about the website's Academic Honesty Policy and Honor Code.

In case you are still unclear on how to move around the website, please take a moment to

view the video or go through the manual given on this page.

You are already enrolled in this course.

So, as you scroll down the Home page, you will find a link to this course there, in

addition to links to any other courses you may be a part of on this website.

Click on this link to enter the course.

This will take you to the course's Main Page.

The Main Page of the course contains materials and links provided in the General section

of the course, and links to the course's weekly modules.

Begin the course by first going through THIS video, and then by accepting the course's

Academic Honesty Policy and Honor Code.

For this, you must go into the "Academic Honesty Policy & Honor Code" link and agree

to the given policy and code.

Save your choice and come back to the Course's main page by clicking on its name on the page

banner or in the Menu.

The General section of the course also contains important information and documents related

to the course, such as the Course Overview, Syllabus, Schedule, Grading Policy and Marks

Distribution information and information about the course's Final Project or Summative

Assessment task.

Before you dive into the course's weekly modules, please take a moment to go through

these pages.

You may also download PDF versions of these documents.

These are available through a link given on each of these pages, as well as in the "Course

Downloadable Files – General" folder given at the end of the course's General section.

This area of the General section also contains Downloadable files included in the weekly

modules, should you need them.

Each weekly module is split into a number of short lessons, each followed by a small

task or quiz, called an Understanding Check.

After going through each lesson, attempt its corresponding Understanding Check to reflect

on your understanding of the lesson.

You may review each lesson and re-attempt its Understanding Check as many times as you

like.

Please note that the content for the course has been spread out evenly amongst the three

weeks and can be accessed in any order desired.

However, it is recommended that the content be reviewed in the given order, as it has

been organized in this way to optimize participants' learning experience.

In addition to lessons and Understanding checks, each weekly module also contains an Additional

Resources page, and a General Discussion forum.

The Additional Resources pages contain web-links to some good articles and useful online tools

that might further help you learn and work on the concepts discussed in the weekly modules.

Explore these resources and use the weekly General Discussion forums to post any queries,

insights or feedback that you may wish to share about the content covered that week.

At the end of each week, you will be required to complete a Graded Quiz and a Graded Activity,

and your score in each of these tasks will add to your final score in the course.

Complete these tasks well in time to ensure timely completion of the course.

At the end of your 3-week course, you will also be required to submit a Final Project.

Please note that this project encompasses the largest percentage of your final course

score.

The details related to this project have already been posted to the course pages and you can

submit your project at any time during the course's 3 weeks.

So, it will be a good idea to start planning ahead and creating your project well in advance.

To successfully complete your course on time, complete all lessons, attempt all tasks, quizzes

and activities, take part in all the discussions given and complete the Final Project on time.

Pay attention to the announcements forum and to the due dates shown on your websites Calendar.

And finally, be an active member of the course and try to help as well as learn from your

peers.

I wish you all the best of luck!

See you in the course!

For more infomation >> Welcome & Course Introduction Video - Duration: 7:30.

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Week 2 Video - Creating Graphic Organizers - Video - Duration: 7:12.

Hello everyone!

In this lesson and the next, we will learn about different kinds of visual aids and some

easy ways to create and modify them using simple tools commonly found in computers.

In this video, we will specifically talk about graphic organizers and learn how to create

them easily in Microsoft Word, an application most of us are familiar with.

Graphic organizers are visual aid tools that arrange information in a visual form making

it easily understandable to viewers.

Common examples of graphic organizers are concept maps, T-charts, Venn diagrams, timelines,

flowcharts, word webs, trees, etc.

Graphic organizers can be a powerful teaching tool and can help convey complex information

in an easy and organized way.

They should be used in lesson content as well as in activities with learners where they

are encouraged to create graphic organizers on their own.

Incorporating graphic organizers in lesson content can be extremely beneficial, mainly

due to the following reasons.

- They help convey complex information in an easy way

- They help organize information in an efficient way

- They help learners easily understand relationships between different pieces of data, thus helping

them infer new information and conclusions - They help retain information for a long

time - They help highlight the main points of a

text, and skip unnecessary writing tasks - AND They keep learners engaged and interested

in the lesson content

For academic authors, an easily available tool that can help create highly customizable

graphic organizers is none other than Microsoft Word.

So, let us now take a look at how we can create graphic organizers in MS Word.

Here, I am using the Microsoft Office Suite 2010.

Other versions of MS Office have many similar features.

However, for additional help, you may research the internet.

MS Word has a lot of capabilities and is an extremely powerful word-processing tool.

Apart from the traditional Tables that you can draw here, most of you must be aware that

it has options for creating a lot of shapes, which can be accessed by going to the Insert

Tab and clicking on the Shapes button.

However, the option I would first like to discuss today is the SmartArt option.

The SmartArt option is present right next to the Shapes button in the Insert Tab in

MS Word.

If we click on this option, a new window pops up, giving us a number of options for different

kinds of graphic organizers that we may wish to use in our content.

However, out of the people who actually explore this option, many are often discouraged as,

many times, they are unable to see graphic organizers that exactly fit the picture that

they had in mind.

So, I would like to now show you how we can modify these SmartArts to create something

to our own liking.

So, I am going to go to the 'Cycle' category and choose….

This 'Diverging Radial' graphic organizer.

But instead of exactly this, I want this chart to have 6 or 7 options and I want all these

outer bubbles to actually come down from the central bubble, and not circle around it.

So, what do we do?

We simply click on this arrow to the left of the SmartArt box, that gives us a textbox

to enter the text.

Here, I can simply increase the number of points… and the graphic organizer increases

the bubbles on its own!

I can also rearrange the bubbles as I like, so that the outer bubbles can all come down,

or move to the right, or whatever other way I like.

I can also change the color scheme of this graphic organizer, the color of individual

boxes, the Font style, Font size and Font color.

So, basically, as you can see that the options we have in the SmartArt window have a number

of different capabilities.

However, each of them also has its own limitations, which you can fully be aware of only through

regular use of this feature.

For example, this particular type of graphic organizer cannot display more than one level

of information.

If I want to display that kind of information, I can choose some other layout here…

Let's see…

Okay.

So, I am going to choose this 'Hierarchy' option in the 'Hierarchy' category here.

As I showed earlier, you can play around with the look of this graphic organizer quite a

bit…

You can change its color scheme and Font as well.

Along with that, this graphic organizer also has the capability to have sub-branches.

For this, we simply go into its textbox, and wherever we need the new level of branching,

we can simply add a new level and then press "Tab" on the keyboard to increase its

indent.

This will give us a new sub-level.

So, as you can see, the SmartArt tool can help us create some pretty amazing stuff for

our lessons.

You can also use Shapes of different kinds available here, along with Text Boxes to create

your own unique graphic organizers, should you feel the need to do so…

Sometimes, you may have created a graphic organizer using these shapes and textboxes,

but you may now need to move, cut or copy it as one big image.

In such cases, the Group option can prove useful.

For example, this is a graphic organizer that I created for your last week's Bloom's

Taxonomy lesson.

For animation purposes, I used a lot of individual shapes and textboxes to create this.

So, if I now wish to move this as a whole, it might be hard as each individual component

is going to move separately.

So, what I can do here, is first select all these components by pressing the CTRL button

on my keyboard and selecting them one by one, or by dragging a selection box around them

all, and then I can right click and select "Group".

So, now you can see that the whole chart is now one big entity and I can move, cut or

copy it in one go.

So, that was a brief look at how we can use MS Word to create different types of graphic

organizers.

The Additional Resources page this week also has a link to a free online tool for creating

graphic organizers, called 'Creately'.

You can explore it and use it if you like.

To learn more on today's topic, explore the additional resources given near the end

of this week's module.

You can also use the internet to research more on the topic, and should consider posting

any good web-links that you find to the week's General Discussion forum.

Thank you and I will see you in the next lesson…

For more infomation >> Week 2 Video - Creating Graphic Organizers - Video - Duration: 7:12.

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Bears Out Wandering Around Captured On Video - Duration: 1:57.

For more infomation >> Bears Out Wandering Around Captured On Video - Duration: 1:57.

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Week 2 Video - Visuals in MS Paint - Video - Duration: 7:00.

Hello everyone!

In this video, we will look at some ways in which we can modify visuals or even create

simple visuals in Microsoft Paint.

In my opinion, MS Paint is a very powerful image editing tool that can produce some stunning

visuals for simple uses.

These visuals may not be print quality, but in your field of work, they can certainly

be used to easily convey information to your reviewers, your SME and your design team.

So, let us now look at the traditional Microsoft Paint software that we have on a Windows computer.

In case you are using a Macintosh, you can refer to the Additional Resources page in

this week's module, where I have listed two online alternatives to MS Paint.

Alternatively, you can also research the internet for other such online tools.

Now, I am using a picture of a Human Digestive System that I found on the internet here.

If I were to actually use this with written material for an academic publication, I would

definitely give explicit instructions to the design team to change the colors in here a

little bit and to maybe face the head the other way, so as to avoid any copyright problems.

Now, let us try to modify the image in some ways.

A good practice to follow when you start such a process is to save the image by a new name

so as to avoid overwriting the original image.

So, I now go to Save As…

And I put in a new name for the image here…..

Maybe, New Image…

And press Save.

You can Zoom In and Out of the canvas using the slider given at the Right hand corner

of the Status Bar.

You can cut out parts of the image that are on the edges of the canvas by simply moving

the canvas in, i.e., resizing it.

You can expand the canvas to accommodate more items in it by dragging its corners.

Click on the Select option in the Home Tab and click-and-drag your mouse anywhere on

the image to select the area.

You can cut, copy and paste the whole image or part of the image to any other part of

this canvas OR to a new file altogether.

To select the whole canvas, you can also press CTRL+A.

If you make any mistakes, you can simply press CTRL+Z to go back.

While placing various components in an image, you can also use Gridlines and Rulers in case

you need to get an idea of the size of the image or the alignment of the components with

respect to each other.

So, here, I am going to replicate this image and ensure the two images are aligned to each

other using Gridlines.

To delete any part of an image, you can either use the eraser, which would be for minute

deletions, or simply select the area and press DELETE on your keyboard.

You can color different parts of an image.

If you look at the color palette here, you will find that there are two colors available

here – Color 1 and Color 2.

Color 1 is for regular coloring, while Color 2 sets the color of your eraser and also the

color that will be filled in the shapes you draw, should you choose to do so.

You can use different kinds of brushes for coloring, or use the 'Fill with Color'

option to instantly fill an enclosed space with a particular color.

You can choose a color from the color palette or, if you need a particular color from the

image itself, use the Color Picker tool.

Just click on this tool and then click on any part of an image to select the color used

in the image at that point.

For example, here I have chosen this light cream color.

Let us now use this color to fill the background of the image...

In addition to the features discussed so far, you can also add shapes and text to your image.

Let us now add some labels to this image.

I will first place my image in the center of the canvas so as to give it ample space

on both sides for labels.

Let us now add some labels.

I am going to select the 'Text' option, draw a text box on the canvas, adjust the

Font color, size and style, and type in my text.

Once the text is ready, I can even come out of the text box, and then select and move

my text.

I will now draw a straight line from the text to the part that needs to be labeled, and

add a box around my label.

Another significant feature in MS Paint is the ability to make Transparent Selections.

This feature helps us select a part of an image without dragging its background along.

Let us see how this works.

Suppose I would like this label box to be inside the image, or half-in-half-out.

To do this, I will go to the arrow under the Select option here, and select 'Transparent

Selection'.

I will now select the label box, and drag it inside the image.

As I do this, you will see the image is not affected in any way, and the label now sits

on top of the image color, without its original white background.

So, that was a short tutorial on how to use MS Paint to modify images.

If you picture it, and you practice it, you can create interesting visual aids using common

tools present on your computer such as the Print Screen option on your keyboard, Microsoft

Office and Microsoft Paint.

Another useful tool that can come in handy in case you have a Windows computer is the

Snipping Tool, which is a free Windows tool.

It can be used to cut off any visible part of the screen and use it as an image, and

can be very helpful at times.

As I mentioned earlier, the Additional Resources page this week has links to two free online

alternatives to MS Paint, should you need them or be interested in exploring them.

To learn more on today's topic, practice working with the software and don't be afraid

to try new things with it.

If you have any of your own experiences or bits of knowledge that you would like to share,

please do so on this week's General Discussion forum.

Thank you and I will see you in the next lesson….