COM 4400 THEORY FINAL PROJECT A. BOROCH Rationale: This assignment provides an opportunity for students to explore additional theoretical perspectives and engage with one another in a virtual setting. Additionally, this provides students experience with research, working in groups, and developing oral presentation skills. Description: You and your group members will select a theory that is not discussed in the class to showcase in a recorded video presentation. During the presentation you will be responsible for: 1. Briefly explaining the major principles of the theory 2. Highlighting how the theory is most commonly used (what kind of research is this theory being used in?) 3. Discussing how this theory relates to other theories discussed in the course a. Other theories in the tradition, are there other theories with similar purposes that our class covered? (if not how is it different, etc.). 4. Applying the theory to real-life situations, and 5. Making educated claims that critique/challenge/expand the theory to further discuss if it is a ‘good’ theory. There are two writing components to this assignment: (1) you will have an outline highlighting what you will be discussing in your presentation (submitted at the same time as your video), and (2) you will be required to reflect on the theories discussed by other groups in the class. You are required to have a minimum of five (5) academic sources (published journal articles). Presentation Guidelines: – Your presentation should be 10-15 minutes in length. – Use Zoom to record your presentation, upload to YouTube (unlisted), and submit with your outline. – A minimum of 5 sources must be verbally cited. – Professional attire is expected. – All group members must have video on for the duration of the presentation. – All group members must speak for an equal amount of time. Outline Guidelines: – APA guidelines (font, text size, double spaced, etc.) – Cover page – Use proper symbolism (I, A, 1, a, i…) – A minimum of 5 sources properly cited throughout and with a proper reference page. COM 4400 THEORY PROJECT RUBRIC A. BOROCH GROUP #: PRESENTATION 5 Introduction Major Component Summary The introduction included a ‘hook’ and proper introduction of presenters. Transitions smoothly into the first part of the presentation. It was executed well and was effective. The major components of the theory were summarized at the beginning of the presentation. Components were explained clearly and effectively. Addressing How The The group clearly addressed how the theory Theory Is Used is used in research and academic/scholarly work. Areas of research were addressed and also noting what kind of demographic is being used when the theory is applied. Relating The Theory To Other Theories Application Critique The theory was compared and/or contrasted with other theories discussed in class (tradition, theorist(s), type, area of research, etc.). A clear and effective explanation of their similarities/differences were provided. The application of the theory to our everyday lives was clearly stated, effective, and relevant. Evidence to support relevancy was provided. The group provided claims as to whether the theory is a ‘good’ theory. The SCORING 2.5 GUIDE 0 The introduction included some of the required components, but not all. There could have been some improvements regarding effectiveness. There was no proper introduction. The major components of the theory were summarized at the beginning of the presentation. Components could have been explained with more clarity and/or could have been done more effectively. The group addressed how the theory is used in research and academic/scholarly work. Areas could have been improved upon when thinking about demographic, context of research, and/or etc., being used when the theory is applied. The theory was compared and/or contrasted with other theories discussed in class. There could have been better explanations relating the theory to others. The main components of the theory were not summarized. No summary of what the theory is was provided. The application of the theory to our everyday lives was stated. More evidence to support relevancy could have been provided. The group provided claims as to whether the theory is a ‘good’ theory. The The application of the theory to our everyday lives was not clearly addressed. The group did not effectively address how the theory is used. There was no connection made between the theory and others. The group did not provide strong claims as to whether the theory is COM 4400 Conclusion Cited Sources (1 point per source) Participation Timing Professionalism Technology V I S U A L A I D? C O M M E N T S: THEORY PROJECT RUBRIC appropriate criteria (discussed in class) was clearly used to analyze the theory. Specific criteria were appropriately addressed to support or critique how ‘good’ the theory is. There was a conclusion that properly wrapped up the presentation and the audience did not feel that it just ‘ended.’ The audience was left with a proper concluding statement. Five sources were orally cited correctly throughout the presentation. Each presenter actively participated equally. Each presenter spoke with purpose, provided thoughtful contributions, and offered relevant information. The presentation was a minimum of 10 minutes in length, but did not exceed 17 minutes. Each presenter was dressed in business casual attire. Backgrounds of each panelist were professional and not cluttered/inappropriate (ie. clean spaces, not busy, remove paraphernalia, etc.) The presentation was free of technical issues. The recording was clear and each presenter could be easily heard and had proper lighting. The recording was completed through zoom and was submitted appropriately. Y E S (good) A. BOROCH appropriate criteria (discussed in class) was used to analyze the theory. Specific criteria could have been addressed more clearly to support or critique how ‘good’ the theory is. There was a conclusion that wrapped up the presentation, but it could have been strengthened. There was a concluding statement. a ‘good’ theory/did not use criteria. N/A No sources were orally cited throughout the presentation. Presenters did not participate equally in the presentation. The presentation was primarily dominated by set individuals. Some presenters actively participated. There could have been more incorporation by some other presenters. *If the incorrect criteria (discussed in class) is used, no credit will be offered for this section. There was no concluding statement to signify the end of the presentation. The discussion ending felt abrupt and unplanned. N/A The presentation did not meet the time requirements. Most presenters were dressed in business casual attire. Backgrounds of presenters were fairly professional and not cluttered/inappropriate, although some were distracting. Most presenters were not dressed in business casual attire. Backgrounds of most presenters were not professional. The presentation had some minor technical issues/Some areas of the ‘5’ column were not quite met. The presentation had several technical errors. Y E S (poorly used) (-5) N O = (-10) COM 4400 THEORY PROJECT RUBRIC OUTLINE SCORING 10 Formatting Content Organization Spelling & Grammar C O M M E N T S: The outline used correct symbolism (I., A., 1., a., i.), was double spaced, had a cover page, and followed all other APA guidelines. The sources were scholarly/academic sources and were properly cited using APA format (spacing, placement, indents, italicization, capitalization, etc.). *Use the citation guides available on D2L to double check your work. The content of the outline was appropriately written and provided a clear indication of the direction of the presentation. Full sentences were used in each point and each source was used and properly cited within the outline. The organization of the material was purposeful, appropriate, and complimented the content well. There was a clear introduction, conclusion, and reference section. Main points and all sub-points are appropriately organized and logical. Follows the ‘every 1 must have a 2’ rule (if you have an A, you need a B; if you have a 1, you need a 2; if you have a ‘a,’ you need a ‘b;’ etc.). There are no spelling or grammar errors throughout the outline. A. BOROCH GUIDE 5 0 The outline was in APA format, but had some errors. The sources were cited using APA format, but there were some errors in the formatting. The outline was not in APA format and/or sources were not scholarly/academic sources and/or were not in proper APA format. The format had several errors. The content of the outline was written and provided an indication of the direction of the presentation. There were some areas that could have used improvement and/or not all sources were properly written in the outline. The organization of the material had purpose. There was a clear introduction, conclusion, and reference section. There some areas that could have been improved. The content of the outline was unclear. Full sentences were not used in each point and/or sources were not used. There were several issues with content. There are minor spelling and/or grammar errors throughout the outline. There are several spelling and/or grammar errors throughout the outline. There was a lack of proper organization throughout the outline. Several organizational errors were present. COM 4400 THEORY PROJECT RUBRIC OVERALL C O M M E N T S: GRADING B R E A K D O W N: A. BOROCH P R E S E N T A T I O N: __________/ 60 O U T L I N E: __________/40 T O T A L: __________/100 Your topic proposal has been approved for Alphabet Effective Theory. Please review the timeline and the assignment. Remember that for this assignment, you will need a minimum of five (5) academic sources (journals, etc.) properly cited throughout your outline and presentation. You may struggle with finding peer reviewed sources with this theory since it is not as readily used, but I will let y’all give it a shot! If you have any questions or are in need of any assistance, please do not hesitate to contact me. Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.