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Because content knowledge is seen as fundamental to what schools do, the standards in every subject area list, sometimes explicitly, what content students should grasp to be considered knowledgeable.
The key to content learning is to understand how content is learned, including what skills are needed and how technology can help. Content knowledge is essential for students in order to meet student learning goals such as problem-solving and effective communication.
Teachers should first understand the importance of content learning and then how it can be learned and supported by technology while students work toward learning goals. A look at how content knowledge is acquired can help to answer both parts of the question. Researchers and educators typically divide knowledge into three categories: declarative, structural, and procedural.
Declarative knowledge consists of discrete pieces of information that help us identify things and events Wignall, Declarative knowledge forms the basis for all other types of knowledge and is essential for students to achieve more complex goals such as creative and critical thinking, communication, production, and inquiry. It is often learned through memorization, drill, and practice, although a variety of scaffolding strategies such as mnemonics, concept mapping, and metaphoric techniques support the acquisition of simple facts.
Software packages from NASA and other agencies,in which specific facts are the focus, can help students to acquire and practice declarative knowledge. However, students must also have structural and procedural knowledge to carry out the functions in these software packages.
Structural knowledge is an understanding of how pieces of declarative knowledge fit together. Another way to describe structural knowledge is as information that has been developed into a mental model. For example, structural knowledge includes the understanding that a toothbrush is necessary to brush teeth, or that evaporation is related to liquids.
Structural knowledge can be represented through, for example, concept maps, categorizations, and classifications, and it is supported by concept-mapping software such as Inspiration or Kidspiration www.
When learners focus on relationships among pieces of information, they acquire structural knowledge. This leads to the ability to use higher order thinking skills. Procedural knowledge is the knowledge of action, or the knowledge of how to do some- thing Williams, Examples include how to speak Spanish, how to teach with technology, how to drive a car or use a cell phone.
It is based on declarative knowledge but learned through the relationships in structural knowledge. Teachers often access procedural knowledge through student performance, having students construct a technology-enhanced product such as an essay, a presentation, or a graphical representation of a concept. Educators have mixed views of when students can be deemed knowledgeable about a subject—and legislators and tests often determine the current understanding.
For example, some claim it to be when students have memorized the names of the scientific elements and others when they can use the periodic chart to make statements about living things. In other words, while information-knowing is the goal set for some students, knowledge creation is the goal for others. It seems a rather simple matter for students to learn content, but it is far more complex than most people think. Some content, and the relevant skills needed to learn it, is disciplined-based; for example, science uses a different form of exploration and expression than English literature, and the way that math is presented, used, and produced is different still.
This implies that different ways to learn and teach content might be necessary across disciplines. In addition, although brain science is making great strides in providing information about how and why people learn, the factors that make students learn in different ways are still not entirely clear. It is clear, however, that individual sets of factors such as culture, economic status, first language, educational background, and age can affect learning on a person-by-person and day-by-day basis Norman, Clearly, both internal i.
Teachers can consider all of these ideas as they plan content lessons supported by technology. Figure 2. Among the external factors that affect learning, the classroom environment, focusing on the arrangement of technology, is important to discuss. The physical arrangement of the classroom, including placement of desks, whiteboard, and other resources, can affect how students learn because the roles that these resources, including technology, can play vary by how the classroom is designed.
Most teacher education programs address the physical environment in their classroom management course, but the importance of the location of technology, particularly computers, is often overlooked. As Wade asserts, classroom design can support good teaching by facilitating the use of the equipment or removing barriers to good use.
Technology can be configured in many ways. Typical designs are a one-computer classroom, multiple-computer classroom, and lab, and all of these configurations can be used for different activities at different grade levels.
Although not typically the optimal situation for all students to receive maximum benefit from the power of computing, a lot can be done with one computer. For example, the teacher can use the computer to provide pre-reading exercises, focus whole-class discussion, or lead teams through a game or simulation other examples are provided throughout this book.
However, the computer must be accessible to all students; in other words, it should have a high-quality projector or large monitor attached, and there must be room for all students to sit, view, and participate.
In addition, students with special needs must have access to tools that help them to participate. These include special keyboards, screen readers, and other tools described later in this chapter.
With the teacher facilitating, the students discuss the issues and come to a decision as to which choice is best based on the information they have. The software shows the consequences of that action and presents students with another choice, and the task concludes after several additional decisions. In a classroom of 25 students, three to five computers do not seem like much help, and they are not if they are relegated to a corner of the room and only used for free time or remediation.
However, separated into activity centers, they can blend into the daily workings of the class and be integrated into classroom goals. For example, in a classroom where students are producing books, one center could be used for research, one for development, and one for printing. Or, where students are studying ancient Egypt, each team of students could work with their topic in a different area of the classroom.
There are all kinds of designs for computer labs. Unfortunately, the most common is still computers in separate carrels or in rigid rows that create physical barriers between the students and teacher or the students and their peers.
This makes it difficult for students to collaborate, use other spaces for learning, and observe modeling by and receive feedback from the teacher. The problem is that the individual nature of the lab setting is a barrier to working with the teacher or other students, and the activity conducted in this setting probably does not consider differences among students in technology skill or content knowledge. A variety of effective alternative arrangements can make a lab setting a more flexible and useful space.
These arrangements include furniture such as hideaway desks into which the monitor can be completely recessed shown in Figure 2. These arrangements can all contribute to making the computer classroom a place where instructional goals can be met. Another useful layout, and a quickly-growing trend, for schools that do not have a critical mass of computers is a laptop cart, or a set of computers that rotate among classrooms.
Students use the computers for a day to several weeks to participate in technology-intensive projects, and then the technology moves on to another classroom. Many schools use mobile labs moveable carts that store 20—30 laptops to provide computers to classrooms when needed.
Whichever layout is chosen, the Americans with Disabilities Act ADA and state and local regulations require that all students have equal access to the technology. To make sure that there are as few physical barriers as possible, teachers, students, and school staff can make it a point to make sure that:.
Assistive devices such as screen glare reducers, alternative keyboards, and screen readers that might be used fairly often are immediately available. Any important documents are available in a variety of formats and prints so that diverse users can access them. For more information about equal access and free tools to support it, visit the CAST Web site at www. Many technology experts recommend that administrators and teachers view other classrooms and expert designs before making decisions about the layout of technology.
Some ideas are available in photo shots at www. The availability and accessibility of cameras, handhelds, microphones, tape recorders, document cameras, printers, and other hardware tools also need to be considered for effective student learning. How will they be accessed? Where will students need to and be able to use them? Wade suggests that teachers ask students how they use classroom tools and plan accordingly.
Make sure that school administrators know that tools that are locked in a closet on the other side of the school or can only be checked out on Thursday morning provide little support for content learning.
Educators suggest that a computer is needed for every 3—4 students for all students to have the access they need to participate in effective technology-enhanced tasks; other educators are convinced that 1-to-1 programs, in which every student has a computer, are the most effective. In the end, how much technology is needed depends on what the technology will be used for. Not all the computers need to be the newest; rather, students can draft assignments on lower-end computers and use better ones for more advanced tasks.
An important consideration is that students have storage space on the network so that they can move from computer to computer on the network and even access their files at home through Dropbox or Google Docs and not be tied to one computer. There is no one right way to design the layout of technology to support student learning.
Whichever layout teachers and technology coordinators decide on, they need to understand the implications for learning. This goes for other tools as well; sometimes electronic technologies do not provide authentic information and sometimes the information is not exactly what students need.
Therefore, the physical space assigned to desktop computers should also provide access to other basic resources such as books, films, and a variety of other tools that might be more reliable, easier to access, and easier to carry.
Teachers teach from different philosophical standpoints, and students learn based on many different variables—such as the arrangement of the classroom, as noted above—many of which are discussed throughout this text.
However, there are basic principles of teaching and learning that support all of the learning goals. Following these principles in task development can help teachers to support all students, including those who are often underserved, such as ELL, gifted, and students with special needs.
Engage students. Students are motivated and find the tasks meaningful. Help students become responsible for their own learning, in whole or in part.
To do so, tasks must allow students to investigate some of their own questions rather than having them supplied. Encourage students to be strategic. During effective tasks, students make systematic, thoughtful choices of how to meet learning challenges. They decide which strategies, resources, and tools will help them complete the task.
Require collaboration. Effective learning takes place through interaction with others, so tasks must require that students work together, share information, and contribute to the understanding of others Vygotsky, Focus on essential questions. Rather than just gathering information, students need tasks during which they frame and investigate important questions.
Such tasks are more likely to use technology well, engage students, and lead to gains in learner achievement. These questions integrate the need for declarative knowledge, or data, with a requirement to consider, transform, and make decisions that result in insight. Instead of content knowledge being only the forbearer of other types of thinking such as problem-solving or creativity, gains in content knowledge are also a result of those types of thinking.
In other words, content can be learned before, throughout, and as a result of working toward learning goals such as critical and creative thinking, communication, production, and inquiry. Students who learn content as procedural knowledge can also perform well on tests of declarative knowledge and on performance assessments. On the other hand, learning content solely through information gathering can result in students handing in hundreds of pages of data printed directly from the Internet and not understanding a single page.
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The concept of revenue sharing —paying commission for referred business—predates affiliate marketing and the Internet. The translation of the revenue share principles to mainstream e-commerce happened in November , almost four years after the origination of the World Wide Web. The concept of affiliate marketing on the Internet was conceived of, put into practice and patented by William J.
Tobin applied for a patent on tracking and affiliate marketing on January 22, , and was issued U. Patent number 6,, on Oct 31, Tobin also received Japanese Patent number on Oct 5, , and U.
Patent number 7,, on Mar 17, , for affiliate marketing and tracking. CDNow had the idea that music-oriented websites could review or list albums on their pages that their visitors might be interested in purchasing.
These websites could also offer a link that would take visitors directly to CDNow to purchase the albums. The idea for remote purchasing originally arose from conversations with music label Geffen Records in the fall of The management at Geffen wanted to sell its artists' CD's directly from its website but did not want to implement this capability itself.
Geffen realized that CDNow could link directly from the artist on its website to Geffen's website, bypassing the CDNow home page and going directly to an artist's music page.
When visitors clicked on the associate's website to go to Amazon and purchase a book, the associate received a commission. Amazon was not the first merchant to offer an affiliate program, but its program was the first to become widely known and serve as a model for subsequent programs.
In February , Amazon announced that it had been granted a patent [16] on components of an affiliate program. Affiliate marketing has grown quickly since its inception. The e-commerce website, viewed as a marketing toy in the early days of the Internet, became an integrated part of the overall business plan and in some cases grew to a bigger business than the existing offline business. In , the most active sectors for affiliate marketing were the adult gambling, retail industries and file-sharing services.
Also several of the affiliate solution providers expect to see increased interest from business-to-business marketers and advertisers in using affiliate marketing as part of their mix.
Websites and services based on Web 2. These platforms allow improved communication between merchants and affiliates. Web 2. Contextual ads allow publishers with lower levels of web traffic to place affiliate ads on websites. Forms of new media have also diversified how companies, brands, and ad networks serve ads to visitors. For instance, YouTube allows video-makers to embed advertisements through Google's affiliate network.
Emerging black sheep are detected and made known to the affiliate marketing community with much greater speed and efficiency. Eighty percent of affiliate programs today use revenue sharing or pay per sale PPS as a compensation method, nineteen percent use cost per action CPA , and the remaining programs use other methods such as cost per click CPC or cost per mille CPM, cost per estimated views. Within more mature markets, less than one percent of traditional affiliate marketing programs today use cost per click and cost per mille.
However, these compensation methods are used heavily in display advertising and paid search. Cost per mille requires only that the publisher make the advertising available on his or her website and display it to the page visitors in order to receive a commission. Pay per click requires one additional step in the conversion process to generate revenue for the publisher: A visitor must not only be made aware of the advertisement but must also click on the advertisement to visit the advertiser's website.
Cost per click was more common in the early days of affiliate marketing but has diminished in use over time due to click fraud issues very similar to the click fraud issues modern search engines are facing today. As a company we try as much as possible to ensure all orders are plagiarism free.
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Understanding both possible roles and potential challenges is crucial for teachers. To help students move from declarative knowledge to structural and procedural knowledge, teachers can guide students to make connections, test hypotheses about how things work, and explore how ideas go together. At other times, the teacher can facilitate and support as students explore. Because content teaching often occurs while students work toward the learning goals of critical thinking, problem-solving, communicating, and so on, many of the same challenges are present whether electronic technologies are used or not.
However, computer use presents some particular challenges. For example, plagiarism discussed in chapter 6 can be particularly rampant with Web-based research or content-gathering projects. However, by asking students to answer essential questions rather than just having them gather information, plagiarism can be controlled to some extent.
Tips and guidelines throughout this text suggest ways for teachers to overcome this barrier, and resources are offered in chapter 9. Time, always an issue for teachers, is an especially relevant challenge in content teaching and learning, especially with pressures to cover the curriculum, having to teach students research skills, and competing with other teachers for resources.
The use of expert teacher or student groups that have mastered a concept or technology and can teach it can help with time issues. Other useful resources that are prefiltered or otherwise appropriate for students include visual search engines such as Kiddle. For older students, Google has a safe-search setting that can set and locked in the Firefox browser. Learning to use and integrate technology with educational goals, especially specific content, does take time and effort.
However, it can be made easier. Start with the essentials as presented in this book—an understanding of how students learn, what the goals of education are, what steps can be taken to help students achieve, and how technology can help. Then, by applying strategies mentioned throughout this book, learn more about what technology works in your specific contexts.
One very effective and often overlooked resource is the school library media specialist, who is specially educated to support learning with technologies of all kinds. Content teaching is the focus of many teacher education programs, but more important is to understand how to make content learning most effective.
The guidelines in this section focus on how to give all students opportunities to learn. All students can and do learn something, regardless of how they are taught. However, to focus that learning in productive ways and maximize learning gains, teachers can follow these guidelines:. Guideline 1: Incorporate principles of just-in-time teaching.
As a complement to an ordered, standardized series of lessons that accomplish the curriculum, JIT learning delivers skills and information when students can best use, learn, and remember them. For example, an ELL who is working on reporting a historical event needs to know how to form and use the past tense of verbs, and JIT presentation of this grammatical concept will occur effectively during the broader task. When the teacher observes that the student needs this information, she can tutor the student, provide resources for the student to check, or assign another student to explain the concept.
As another example, during the study of an abstract scientific concept in the textbook, some students might need a JIT lesson in finding the main ideas, particularly if their preferred learning style is visual or kinesthetic. Students do not often grasp the utility of a concept or the connection of ideas when they are first presented if there is not a true need to know.
JIT learning necessitates careful observation by the teacher so that she can provide help and scaffolds when needed. It also requires teachers to have resources ready, or train students to access them, for potential areas of need, and to guide students in whatever way they need through the information.
Technology can support JIT learning and teaching in many ways; for example, the vast amount of information that is accessible in various formats and languages on the Internet means that ELLs and other students can find help on just about any issue. When the student asks the teacher for help with a grammar topic or needs a more simplified explanation of a science topic, the student can probably find something on the Web to help. Guideline 2: Differentiate instruction. From that discussion it is clear that students respond to different kinds of enrichment.
In differentiated instruction, the goals and concepts are the same for all students, but the challenge varies. Teachers can differentiate instruction by giving students several different options in their work; some students will take different options at different times, depending on varying interests, subject-area ability or readiness, and learning preferences.
Teachers can start out slowly by varying the content, process, product, or tool, or they can provide choices in any or all four at different stages of an activity. Technology can help differentiate instruction by providing a variety of tools for different tasks at different times or for the same task by different students. Less proficient students might use another tool that is suited to their level. For all students, but particularly ELLs and students with diverse needs, differentiated instruction can provide opportunities to access the content and language they are learning, an essential component of learning.
Guideline 3: Teach in a culturally responsive manner. Research shows that students whose lives are addressed and supported in classrooms learn better and achieve more. Teachers can make sure this happens by teaching in a culturally responsive manner. Being culturally responsive empowers learners and makes learning meaningful for them, whether they are from another country, a different religion, or a minority group.
Teachers can also find lessons on the Web that suggest different ways to be more culturally responsive. Guideline 4: Adapt materials to be accessible for all students. Teachers can adapt, modify, and enhance materials in many ways to make the content more accessible to students. Adaptations can include:.
However, it is important that adapted materials not sacrifice academic content for simplistic understandings. Adaptations allow ELLs, students with various physical impairments, and students with different learning preferences to have equitable chances to access the materials. As Egbert notes, teachers do not have to make all of these changes themselves—they can enlist more proficient students to help, work in teacher groups and share materials, and find these materials on the Web.
Guideline 5: Balance content and tools. When computer technologies are adopted, learning the technology tools often takes precedence over learning the content. Teachers can help students find a balance between the two. In addition, make it easy for students to save their work in the cloud e.
Given the extra learning time that technology use might add to a project, plan more time for projects that involve technology, including technology down times and problems. Teachers can decide not to use digital technologies in favor of traditional content learning. However, striking a balance between the two often leads to achievement in both. Bookmark Web sites ahead of time. Send technology and the products of technology home to share with parents.
Guideline 4: Adapt materials. Find, create, and share materials that have been modified to work with different ability levels but the same content. Use the simplest technology that serves the purpose when starting out. Add features as projects and activities warrant and extensions for those capable. Most teachers have a pretty good idea of how to teach content, but they may not understand as well how technology can help. Of course, students can get facts and information from software and Web sites, but how does technology help content learning result in more than declarative knowledge?
Department of Education, , p. For example, students may understand that towns need people and that people need schools and so on. However, until they use the simulation SimTown or MySims Maxis to create their own towns and watch their towns succeed or fail, they may not understand how a complete town system really works.
In addition, students can obtain all kinds of raw data that do not have meaning until they transform the data in some way. For example, the National Center for Educational Statistics nces.
It is easy to work with multiple windows or multiple versions of a document in Visio. You can switch between windows easily or arrange them side by side for a comparative look. The options for window rearrangement can be found in the Window section of the View tab. New Window basically allows to create a new copy of the existing window. The new copy will not show the stencils directly, however, they can be selected by clicking the More Shapes arrow in the Shapes pane.
The new window can be identified by the presence of a number in the title bar of the window. In the following example, the original file name was BlkDiagm. Using the New Window command creates a new window with BlkDiagm: 2 in the title bar. This function allows you to arrange all windows side by side. This feature is useful for comparing two windows, however, if you have a high-resolution display, you might be able to accommodate more windows beside each other. The Shapes pane and other panes can be minimized to allow more screen real estate.
This function allows cascading of windows to give an overall view of the open windows. The active window is in the foreground, while inactive windows are in the background with title bars visible. Cascade view is useful to know which documents are open at a glance.
The right side of the Print menu shows a preview of the output. You can change the orientation of the page, page size, and select only the pages that you need to print. Depending on your printer, you can also print in color or in greyscale.
Remember that printing in black and white might not produce a good output. Visio includes several ways to create a PDF of the drawing, which is extremely useful for sharing with others. You can save the drawing as a Visio drawing. This opens the Save As dialog box. You might want to use this if you need to have fine grain control over the PDF document such as PDF version or compatibility properties.
You can also directly email the diagram to a recipient. This creates a new email in your default email client with the PDF file readily attached. Just enter the email address of the recipient to send the attachment. Exporting image formats is useful while sharing the drawing easily with others or to put it up on a web page. To export a drawing, go to the File menu, click Save As and in the Save As type field, choose from the list of supported formats.
You can choose from any of the abovementioned graphics formats. Once you choose a graphics format to export to, you will get some options to choose from depending on the capabilities of the graphic format.
The options in the Operation and Color format fields are format specific. You can leave them mostly as default. Set the Background color as white if you have a background for the drawing. Set the Quality as needed. You can also rotate the drawing or flip it horizontally or vertically.
The resolution and size of the output diagram can be matched with the screen, printer, or source. You can also input a custom resolution or size. Click OK. You can also export drawings to web pages which can be hosted on a web site. Visio allows customizing what goes into the web page. You can select which of the components of the diagram that you want to publish and the number of pages to publish.
You can also provide a page title. The HTML file is created in the chosen location along with a folder containing the supporting files.
Both the HTML file and the folder are linked together. Adding SmartShapes automatically creates layers. Layers are basically overlays, which can be individually customized and turned on or off.
Each shape and connector in the diagram forms a layer whose properties can be customized. To know the list of layers in the diagram, in the Editing section of the Home tab, click the Layers dropdown menu and click Layer Properties This opens the Layer Properties dialog box, which you can use to customize the different layers in the diagram. The Layer Properties dialog box lists the different layers in the document and allows changing the individual properties of the layers.
Layers are automatically assigned to shapes. However, Visio allows to assign layers to shapes as needed. You can also create your own layers. Let us start by creating a new layer and then assign some shapes to the new layer. Go to the Layer Properties… dialog box in the Layers dropdown menu from the Editing section of the Home tab and click New… Type a name for the new layer. The new layer will be created in the Layer Properties dialog box and will initially have zero shapes, as they are yet to be assigned.
Shapes can be assigned to any layer. To assign a shape to a layer, click the shape or connector in the diagram and then, click Assign to Layer in the Layers dropdown menu from the Editing section of the Home tab. It opens the Layer dialog box from which a shape can be assigned to either an existing or a newly created layer.
Note that the New Layer that was created earlier is now in the list. A shape can be assigned to more than one layer as well. To assign a shape to all the layers in the document, click All and then click OK. The Layer Properties dialog box allows to change the properties of individual layers. The Name field lists the type of layer, while the field lists the number of shapes in that type.
In the following example, we see that there are nine equipment shapes in this diagram. There is a row of checkboxes for each layer type that can be selected or deselected. Unchecking the Visible checkbox makes the shape invisible in the drawing. If the Print checkbox is checked, the shape will be printed along with the others. Unchecking the Print checkbox will not print the shapes in the layer. Similarly, layers can be made active or locked.
Shapes in an active layer can be manipulated without affecting the other shapes or layers. When you lock a shape, Visio prevents any changes from happening to the shape.
You cannot drag the shape or change its contents. Snap and Glue will be checked, if the shapes are allowed to snap to a grid. You can also represent a layer by a color for easy recognition. When you represent a layer by its color, the shapes belonging to that layer will also be colored in the diagram.
This is useful if you want to differentiate a set of shapes from another. Themes and Styles are useful to give the diagram a design makeover and make it stand out. Visio provides a standard set of themes and styles, which are customizable.
Themes apply to the entire diagram. Themes comprise of a set of colors and effects that generally blend well with each other. They are a great way to quickly give the diagram a polished look. Themes also affect other parts of the document such as titles, headings, text, etc.
To apply a theme, go to the Design tab and select a theme from the Themes section. The dropdown arrow provides more choices categorized by theme type. When you click a theme, all the aspects of the diagram and other parts of the document reflect the theme settings. A theme can have many variants, which can be selected from the Variants section of the Design tab.
Styles are different from themes such that, they are applicable to a selected shape or a group of shapes. Styles help in customizing the aspects of a particular style.
To change a style of a shape, select the shape and from the Home tab, then select a style from the Shape Styles section. Style can be applied to both shape elements in the diagram as well as to individual text boxes. You can select multiple shapes to apply the style to all of them together. When you change a theme after applying a style to a shape, the shape will take up the characteristics of the theme but will still remain distinct from other shapes.
Of course, you can continue to customize the style even after applying a theme. Themes are useful to customize the appearance of the document.
Visio goes a step further and allows to customize the themes themselves. Themes come with variants that can be further customized as needed. Theme variants can be accessed from the Variants section in the Design tab. You can use the stock variants or click the dropdown menu to customize many other aspects. Sometimes, it becomes necessary to prevent themes from affecting one shape or a group of shapes, especially if they have important information that has to be presented in a particular way.
To enable protection for a shape, click a shape or a group of shapes. This opens the Protection dialog box that allows to select which components of the shape to protect from being overridden. We will focus on protecting the theming of the shape for now. So, select the checkboxes for Text, Format, From theme colors, From theme effects, From theme fonts and finally, From theme index. If you now select any theme from the Design tab, you will notice that the shape that is protected is unaffected by the theme change.
To reverse the changes, simply go to the Protection dialog box again, click None and finally click OK. Visio comes with a good selection of themes and variants to suit almost any need. However, sometimes you might have the need to create a specific color scheme that reflects your organization. To do this, select a theme from the Design tab and choose a variant from the Variants section that closely matches to what you intend to create.
In the New Theme Colors dialog box, give a name for the theme in the Name field. There are 5 accent colors to customize.
Depending on the colors that you want to customize, choose a color for each accent. Click Apply to see a preview of the effect. Once you are satisfied with the color scheme, click OK to save the color scheme. The new color scheme can be found in the Custom section of the Colors menu.
You can always edit this color scheme by right-clicking the custom scheme and clicking Edit. Organization charts or org charts are a great way to depict hierarchy in an organization. Visio provides ready-made templates to help you get started in creating org charts. In the following series of chapters, we will learn different aspects of creating and working with org charts.
The easiest way to get started is to use an inbuilt org chart template and build upon it. In Visio , the org chart template can be found by going to the New menu.
Click the Home button, click New and select the Templates tab. In the Templates tab, go to the Business category and click Organization Chart. It will open a dialog box in which you can choose the chart to be created in either Metric or US units. Select the units you are comfortable with and click Create to load the org chart shapes in a new diagram.
Once the chart is created, you will notice that the Ribbon has a new Org Chart tab that lists the shape styles you can use.
The Shapes pane has all the shapes necessary to use in a org chart. The shapes change based on the shape style selected in the Org Chart tab in the Ribbon. In this example, the currently selected shape style is Belt.
To insert a top-level shape, drag the Executive Belt shape over to the canvas and align it to the center of the page. Once the top-level executive shape is created, it is easy to create manager sub-shapes. The Executive Belt shape will not offer SmartShapes as this is a hierarchical chart with defined positions. To insert a manager, simply drag the Manager Belt shape onto the Executive Belt shape. You will notice that Visio automatically connects both the shapes. You can add more Manager Belt shapes onto the Executive Belt shape and Visio will automatically connect, space, and align all the shapes.
You can then enter details into the shapes by zooming in and double-clicking the shape to activate the text box. Unlike the Executive Belt shape, the manager shapes will offer the choice of using SmartShapes. We can continue building on the org chart previously created. Based on the organizational hierarchy, corresponding shapes can be added to the existing shapes.
Visio will then automatically create the connection and align the new shape in the diagram. A position belt is used to indicate a position under an executive. In the following example, several position belts have been added to each of the three manager sub-shapes.
To add a position shape, simply drag the Position Belt shape from the Shapes pane over any of the manager sub-shape. Visio automatically creates the Position Belt shape and connects it to the manager shape above. In an organization, not all positions will be always full. There will be a few vacant positions that need to be filled.
You can indicate a vacancy by dragging the Vacancy Belt shape onto any of the managerial shapes. A vacancy shape is different from the other shapes and can be easily identified.
Similarly, you can also add the consultant and assistant shapes to the org chart. Visio will automatically adjust the spacing and connections between the shapes. Its characteristics include:. Example : Compare and contrast four ways of serving foods made with apples and examine which ones have the highest health benefits. Synthesis involves building a structure or pattern from diverse elements; it also refers to the act of putting parts together to form a whole or bringing pieces of information together to form a new meaning.
Example : Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Argue for the health benefits of using the ingredients you chose versus the original ones. Evaluation involves presenting and defending opinions by making judgments about information, the validity of ideas, or quality of work based on a set of criteria.
Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes , emotion, and feelings. There are five levels in the affective domain moving through the lowest-order processes to the highest.
The lowest level; the student passively pays attention. Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. The student attaches a value to an object, phenomenon, or piece of information.
The student associates a value or some values to the knowledge they acquired. The student can put together different values, information, and ideas, and can accommodate them within their own schema ; the student is comparing, relating and elaborating on what has been learned.
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. The ability to use sensory cues to guide motor activity: This ranges from sensory stimulation, through cue selection, to translation.
Examples : Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of the stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Key words : chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
Readiness to act: It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations sometimes called mindsets. This subdivision of psychomotor is closely related with the "responding to phenomena" subdivision of the affective domain.
Examples : Knows and acts upon a sequence of steps in a manufacturing process. Recognizes his or her abilities and limitations. Shows desire to learn a new process motivation.
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