Transcript Demonstration of Slide Types

Training Slide Deck
Topics
 Scenario-based Online Learning
 Energy
 Music
 Friction Factors
 Money Creation
 Charts and Graphs
 How Students Learn
Scenario-based CBT : Decision Point
Scene
Setup
Pictorial
depiction
of key
element
in scene
setup
Response
Options
DecisionSpecific
Tips
Navigation
Creative Commons, Robert Kennedy 3, July 2010
Energy
Gravitational
potential energy is
being transformed
into kinetic energy
Kinetic energy is
being transformed
into gravitational
potential energy
Spring potential energy
will be transformed into
kinetic energy
Slide credit: Magdalen Normandeau, UNB Physics.
Music
Timbre is the tone quality.
wavespeed, v
Musical notes are not made up of just
one standing wave…
…but many.
f1 
The mixture (recipe) determines
timbre.
fundamental frequency
or first harmonic
relative intensity
second harmonic
v


v
2L
v
f2   2 f1
L

third harmonic

f1
f2
f3
f
3v
f3 
2L
Slides credit: Magdalen Normandeau, UNB Physics.
Normalized friction factors and Nusselt numbers
correlated our data with the data of others
Pressure Taps
Venturi Meter
Pressure Drop
Reynolds Number
Voltmeter
Thermocouples
Heat Flux, q˝
Tinlet
Tbulk
dPtap  Dh
Friction
f Factor, f
2  x    u 2
air
bulk
f 0 Nu
0.o046
, fo  Re
0.2
Nu0  0.023  Re 0.8  Pr 0.4
6
Slide credit: Michael Alley, Melissa Marshall, Penn State, August 10, 2008
h
Nuh  Dh
Nu 
k air
Twall
…and so on…
Bank keeps 20%
and lends 80%
Someone
puts $ in the
bank.
Borrower buys
something, seller
puts $ in a bank
Bank keeps 20%
and lends 80%
Total money supply
Money Creation through Fractional Reserve
Lending
Money
created by
fraction-al
reserve
lending
(across the
banking
system)
The instructional design process s/b
flexible and iterative
Analysis
• Gather and
analyze data
• Does the course
solve the problem
identified in the
needs analysis?
Evaluation
(summative)
• Assess Needs to
Identify Goals
• Conduct
Instructional
Analysis
• Analyze Learners
and Contexts
Implementation
• Field trials
• Run a serial
Formative
evaluation
throughout
Design
Development
• Write
Performance
Objectives
• Develop
Assessment
Instruments
• Develop
Instructional
Strategy
• Develop and Select
Instructional Materials
• Design and Conduct
Formative Evaluations
• Revise Instructional
Materials
NB Instructional Designers
25
20
15
PhD
10
Masters
Community College
Bachelors
Masters
PhD
5
1/1/2011
1/1/2009
1/1/2007
1/1/2005
1/1/2003
1/1/2001
0
Bachelors
Community College
OCF, FCF Cash Flow by Year
18,000.0
16,000.0
14,000.0
12,000.0
OCF
10,000.0
CAPEX
8,000.0
FCF
6,000.0
4,000.0
2,000.0
0.0
2005
2006
2007
2008
2009
Learning = Creating and modifying schemas
(mental models) and storing in LTM
Working (Short Term)
Memory: 7 new items
+/- 2; 15-30 sec.
(Very limited capacity)
Going over new
information in your
mind, trying to connect
it meaningfully to your
current mental models
of topic (retrieved from
LTM), refining them,
labelling…
Storage
“Processing:”
•Elaboration
•Cueing
•Encoding
Long-Term Memory: Mental
Models (schemas)
(Enormous capacity)
Retrieval
Goal of Instruction: to increase/refine schemas in LTM (info retrieved from LTM into WM does not have the
capacity and duration limitations of new WM items).
Navigation
The organizational system set up to facilitate
your movement through various screen
displays in a course using computer input
devices, typically through mouse clicks on
icons, buttons, and/or hyperlinks.