Sandbox - Tara Team HE

Submitted by fiona.mclean@u… on Mon, 03/28/2022 - 17:34

Study guide shells 

Sub Topics
Grade Mark/Grade Point     Definition
HD

85% - 100%
Grade Point: 7.0

 Evidence that the student has demonstrated outstanding performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated the acquisition of an advanced knowledge/ understanding required for meeting the learning outcomes at the highest level. The student would normally have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject with original creative thinking.
D 75% - 84.9%
Grade Point: 6.0		 Evidence that the student has demonstrated a high level of performance on all learning outcomes including considerable additional work in wider areas relevant to the topic and has demonstrated advanced knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have demonstrated a broad familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools.
 
C 65% - 74.9%
Grade Point: 5.0		 Evidence that the student has demonstrated a high level of performance on all learning outcomes or an outstanding performance on the majority including additional work in wider areas relevant to the topic and has demonstrated a sound level of knowledge/ understanding required for meeting the learning outcomes. The student would normally have attained a sound knowledge of matter contained in set texts and demonstrated familiarity with the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools.  
P1 55% - 64.9%
Grade Point: 4.5		 Evidence that the student has demonstrated a satisfactory performance on all learning outcomes, or high performance on some learning outcomes that compensates for unsatisfactory performance on others, resulting in an overall satisfactory performance. The student should have demonstrated an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools.
P2 50% - 54.9%
Grade Point: 4.0		 Evidence that the student has demonstrated a satisfactory performance on the majority of learning outcomes. The student should demonstrate an adequate knowledge of set texts/readings and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools.
F1 45% - 49.9%
Grade Point: 1.5		 Evidence that the student has demonstrated unsatisfactory performance on a number of learning outcomes.   
F2 00% - 44.9%
Grade Point: 1.0		 Evidence that the student has demonstrated unsatisfactory performance on the majority of learning outcomes.  
Week Topic Assessment 
1 Topic 1:   
2 Topic 2:   
3 Topic 3:   
4 Topic 4:   
5 Topic 5:   
6 Topic 6:   
7 Assessment Feedback  
8 Topic 7:   
9 Topic 8:  
10 Topic 9:   
11 Topic 10  
12 Topic 11:   
13 Assessment feedback  
Assessment tasks
Type Weight When assessed Subject Learning Outcomes Course Learning Outcomes Graduate qualities
BBUS BBUS (MKT) BBUS (ENT)
1 [Insert assessment type. For example, 
Assessment quiz]		 [Insert Percentage weighting] [Insert Date] [Insert SLOs]  [Insert CLOs] [Insert CLOs] [Insert CLOs [Insert GQs]
2    
 
 		        
3                
Assessment title: [Insert title of the assessment Assessment weighting: [Insert percentage weighting]
Assessment type: [Insert type, Case Study, Quiz]   Word limit: [Insert Word count]
DUE DATE: [Insert date XX/XX/20XX
Assessment instructions
 
Assessment format
 
Item Required?
Y/N		 Word count inclusion? Y/N Lecturer comment
       
       
       
       
       
       
       
       
       
       
       
       
       
Submission details:
 
ICHM Graduate Qualities (GQ)
  ID Graduate Qualities Description Graduate will:
GQ1 Global inclusivity and sustainability Be responsible and effective global citizens Critically analyse and reflect upon how society interacts with the environment, its complex nature and how they can influence society as change agents 
Demonstrate a commitment and responsibility to global ethical practices, sustainability and respect for universal cultural diversity 
Develop business approaches that demonstrate value for scalable and sustainable social enterprises 
GQ2  Professional identity and practice Ability to demonstrate and systematically apply business/ marketing/ entrepreneurship practices Apply an in-depth body of knowledge relating to the discipline focus area of business practice 
Exhibit ethical values and judgement according to a personal and professional brand 
Develop a sense of self, showing expertise, passion and dedication in the professional world and the ability to connect with a variety of stakeholders in supporting industry outcomes 
Demonstrate a growth mindset that leverages resilience and the ability to manage change in a fluid business environment with expertise, emotional intelligence and empathy 
GQ3 Independent self-management and life-long learning Be lifelong and applied learners who are open to new ideas, applications and techniques Demonstrate a commitment to self-directed lifelong learning and intellectual development
Be lifelong and applied, autonomous learners who are reflective, open to new ideas, applications and techniques 
Develop and draw upon resourceful practices, highlighting an adaptable nature, resilience and wellbeing 
GQ4 Collaboration and skilled communication Ability to work in a team and develop effective relationships in a diverse environment Present and transmit complex ideas via a range of mediums that persuade, influence and inform a range of stakeholders 
Work independently, as well as collaboratively in peer communities to creatively understand problems worth solving 
Ability to work in a team, think collaboratively and develop effective relationships in a diverse environment 
GQ5 Critical thinking and creativity Apply knowledge and skills to the current business environment Apply information literacy to creatively impact and solve industry problems 
Lead innovative projects and test new approaches, ideas, products, and services to be adopted by an existing organisation
Demonstrate the ability to effectively identify, formulate and solve unpredictable and complex problems, to generate ideas and demonstrate a capacity for initiative, judgement, innovation and divergent thinking 
CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
[Insert Assessment & percentage  (%) ] [Insert description of grade]  [Insert description of grade]  [Insert description of grade]  [Insert description of grade]  [Insert description of grade] 
           
           
           

Figure 1 

Where it started

The following image is the original image sourced for adaptation.

The Digital Version

The following figure was created by the digital team.

How it is going

After a few attempts, we created the following GIF.

GIF Attempts 1 and 2

The following are the first two attempts at creating a GIF

Figure 2

Where it started

The following is the original figure requested for adaptation.

The Digital version

The following figure was created by the digital team. 

How it is going

The following are three GIF-ed versions of the Oligopoly diagram.

GIF 1

Paul's Version

GIF 2

GIF 3

Figure 3

Where it started

The following figure was created within the LD team based on ICHM request to convey circular flow.

The Digital Version

The following figure was created by the Digital team.

How it is going

After 6 attempts on this GIF we have a winner! 

FINAL gif

Click on each of the following headings to view the GIF journey of the circular flow!

     
     
     
     
     
     
     
     
     
     
     
     
     

 

Learning task 1: Best Marketing Operation 2016

Hilton’s 2020 campaign, To New Memories, was another insight-driven global marketing campaign. However, this campaign was built on the notion that travel memories are consumers’ most memorable and fondest moments. Due to the COVID-19 pandemic and the resulting global travel restrictions, Hilton encouraged people to relive their travel memories. The campaign aimed to remind people of their positive emotional connections with travel and reignite the desire to dream and start planning the next trip away. Like the campaign Stop Clicking Around, the To New Memories campaign was launched using an integrated marketing communications mix, including TV ads and social media (Twitter, YouTube, and Facebook). The suite of To New Memories videos on YouTube had over 25 million views (Hilton 2020). The following tables summarises the key aspects of the To New Memories campaign:

Established excellent emotional appeal to inspire reconnection and to take action to create new memories, which everyone missed fondly.

Distinctiveness

  • Insights-driven: Research reported that travel memories are some of consumers’ fondest moments and the majority are experiencing some form of travel memory deficit.

Value

  • Promotions: Offering loyalty members double rewards, including double bonus points, every stay and double-nights credits with books until the end of 2020
  • Omnichannel: Hilton website, Hilton Honors app, call centre and other accredited travel agents (Escobar 2020).

Relevance

  • Target audience: Leisure travellers including individuals, couples, families and friends of diverse backgrounds, cultures, ethnicities, ages, genders and sexual orientations.
  • Objectives:
    • Designed to reconnect consumers with the people and places they love after a long period of travel restrictions and lockdown
    • Inspire consumers to plan their next trip when the world is ready to travel again
    • Support the recovery from COVID-19 as travel restrictions are easing.
  • Implementation: Rolled out at different times in different regions, considering the recovery from COVID-19 is more evident in some countries, such as China and the USA, compared to others.

Integrated

  • Restore customer confidence: Integrated with programs and best practices to reduce the perceived health and safety risks, including:
    • Contactless arrival via online check-in and Digital Key through the Hilton Honors app
    • Hilton CleanStay program
    • Maximum flexibility booking options with free changes and cancellations (Hilton 2020b.
  • Integrated marketing communication mix: TV ads, online videos and other digital and social media content to achieve optimum outcomes.

Excellence

  • Established excellent emotional appeal to inspire reconnection and to take action to create new memories, which everyone missed fondly.
  
Adapted from Hilton 2020, Hilton inspires travellers to make new memories with the U.S. launch of insights-driven global marketing campaign.

 

Examine the infographic, which showcases the To New Memories campaign and outlines some key measures of its success (Dietz & Seidel 2016; Hilton 2016). You can also read the full news release for the full details.

  1. Testing bullet 
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  1. Testing bullet 
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Heading Heading 

my content has to go here..

more text 

more text 

more text 


Content here...		 Content goes here
content here
  • List 1
    • list 1.1
  • list 2 
    • list 2.2 
  • list 3
    • list 3.3
      1. list 3.4   
  1. list
    • List 
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Test link 

H5P node: 7596

https://eddy-cms-prod.azurewebsites.net/node/7596

This is a Level 1 Heading

Level 1 headings are only used for Topic Titles. There are not used in the content.

This is a Level 2 Heading

Level 2 headings are only used for section/sub-topic titles. There are not used in the content.

This is a Level 3 Heading

Level 3 headings are used as the main headings throughout the content. They mark the start of a new section.

This is a Level 4 Heading

Level 4 headings are used as sub-headings throughout the content. They help to signpost more specific content.

This is a Level 5 Heading

Level 5 headings are used as sub-sub-headings throughout the content. They are more typically seen as the header inside a white box for portfolio checkpoints or to mark an action. For example, watching a video, a portfolio checkpoint or a H5P activity. .

This is a Level 6 Heading

Level 6 headings are rarely used. However, it may be appropriate to use this type of heading inside a table, in a study guide or in other special circumstances.

Scoring Instructions 
Load Level Primary   Secondary Considerations
1  2 + and/or 4 The numbers in the PRIMARY and SECONDARY columns depict the number of areas that were marked during the screen. Select the 1, 2 or 3 in the Load Level column after adding up the checked areas for each pattern.
2 1 and/or 0-3
3     0      and/or 0‐2
Scoring
Good Moderate Poor
17-21 11-16 7-10

 

Pattern Primary Check Secondary Check Load Level Comments
SQUAT

Shoulders

Lumbar

Hips

Ankles/feet

 Yes/No

Head

Knees

Depth

Balance

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No Yes/No

LUNGE & TWIST
(The Lunge)

Balance

Lumbar

Hips

Ankles/feet

 Yes/No

Head

Knees

Depth 

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No -
LUNGE & TWIST
(The Twist)
 

Shoulders

Lumbar

Hips

Ankles/feet

 Yes/No

Head

Knees

Depth

Balance

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No Yes/No
BEND & PULL
(The Pull)
 

Shoulders

Lumbar

Hips

Depth

 Yes/No

Head

Knees

Ankles/feet

Balance

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No Yes/No
PUSH UP

Head

Shoulders

Lumbar 

Depth

 Yes/No

Hips

Knees

Ankles/feet

Balance

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No Yes/No
SINGLE LEG SQUAT
 

Depth 

Lumbar

Hips

Ankles/feet

 Yes/No

Head

Shoulders

Knees

Balance

 Yes/No

1

2

3

  
Yes/No Yes/No
Yes/No Yes/No
Yes/No Yes/No

 

Pattern Primary Check Secondary Check Load Level Comments
Squat

Shoulder
Lumbar
Hips
Ankles/feet

 Yes/ Head x

1

2

3

  
Yes/No Knees x  
Yes/No Depth x  
x Balance x  
LUNGE & TWIST (THE LUNGE) Balance x Head x

1

2

3

  
Lumbar x Kees x  
Hips x Depth  x  
Ankles/feet x      
LUNGE & TWIST (THE TWIST)

Shoulders 

Lumbar

Hips

Ankles/feet

 x

Head

Knees

Depth

Balance

      
x
x
x
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             

The XYZ eSports Streaming Platform is a relatively new entrant in the market, aiming to provide a unique streaming experience tailored specifically for eSports enthusiasts. The platform offers live streams of various eSports tournaments, personalised content, and interactive features to engage viewers and build a community around the gaming culture. To ensure a high-quality streaming experience and engage viewers effectively, the XYZ eSports Streaming Platform employs a range of equipment, including:

  • High-Performance Gaming PC: The platform uses powerful gaming PCs with high-end processors, ample RAM, and dedicated graphics cards. This enables smooth gameplay capture and streaming without performance bottlenecks.
  • Broadcasting Software: Professional broadcasting software like OBS (Open Broadcaster Software) is used to capture and stream content. It allows for real-time scene switching, overlays, and integration of various sources.
  • Quality Microphones: Clear and crisp audio is crucial for engaging viewers. High-quality microphones, such as condenser microphones, are used to capture commentary, player interactions, and audience engagement.
  • Web Cameras: Web cameras, or even dedicated streaming cameras, are employed to capture the faces of streamers and their reactions during gameplay. This adds a personal touch and enhances viewer connection.

Just to name a few!

By utilising this range of equipment, the XYZ eSports Streaming Platform aims to deliver a high-quality and immersive viewing experience to its users. This equipment not only ensures the technical quality of the streams, but also contributes to the interactive and engaging nature of the platform, which is vital for building a loyal viewer base and monetising through various channels. For this scenario, a SWOT analysis was carried out for the use of quality microphones.

Scenario Knowledge Check Activity

H5P Node-9090_Activity-3_Archetypes

Node-9091_Activity-1_Stages

Node-9091_Activity-2_Elements

Node-9091_Activity-3_Inbetween

Node-9091_Activity-4_Timing

Node-9091_Activity-5_Flipping

Node-9091_Activity-6_Arcs

Node-9091_Activity-7_Sack

Node-9091_Activity-2_Elements

Node-9092_Activity-1_RGB

Node-9093_Activity-1_Primitives Embed:

Node-9093_Activity-2_Crates

Node-9091_Activity-8_Colours

Node-9091_Activity-8b_Harmony

Knowledge Check

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Table

The table below is a duplicate of how this information was displayed in the QSG I had created. 

These 2 steps will guide you through creating a dining chair from a reference image in Autodesk Maya

Step Action
1
  • Choose a reference image of a dining chair.
    • Find a reference image(s) that cover various sides and angles of the dining chair.
    • Analyse the images to understand the overall shape and details.
    • Note any missing angles or intricate details not explicitly shown in the reference material.
2
  • Sketch in missing pieces
    • If your image has missing aspects, now is the time to sketch them in.

 

 

QSG- Course Presentation- Ballpeen Hammer

The table below highlights the pros and cons of using a course presentation to display the instructional steps. 

Pros Cons
  • Breaks the steps up
  • Not continual scroll and read
  • Clear to read on shorter slides 

 
  • Time consuming to build (this took 20 minutes without applying styling
  • Some slides may be over crowded
  • Gives the idea of more steps because the steps need to be split up so as to avoid slides being over crowded. 
  • Hotspots cannot be used because steps are too long and need to be front facing.
  • There will be several CPs for each of the system steps. The steps as they are, have been broken down into stages, therefore each stage will need to have it's own CP. 
    • The QSG I built originally for this Ballpeen hammer has 2 stages. Phase 1- 1 set of system steps
    • Phase 2- 6 sets of system steps
      • Each set of system steps has approx. 2-5 steps to complete. Each with screenshots pairing with the instructions. 

Example of CP

https://eddy-cms.uponline.education/node/13548

Module Linking
LDSB7
Is Study Guide?
Off
Is Assessment Consultation?
Off