Optional Unit Essay Example

of priorities.

It is challenging for students to memorize and retain the networking codes (IEEE 802.3, IEEE 802.5, and IEEE 802.1).

Learning these codes, which may appear as a mere sequence of letters and numbers, is necessary through a series of exams. I clarify that the code "802" pertains to network communication and this remains consistent for the required standards in their exams.

The standards encompass Ethernet, Ring, and Wife networking.

The affective domain falls within these three domains and must not be disregarded. Developing an emotional connection to a subject can greatly enhance learners' level of exertion into a task. For instance, when learners are assigned a research task on computer hardware that requires them to specify their own ideal system, setting a budget gives them an internal drive to explore hardware. This approach averts learners from simply selecting the best parts and emphasizes the task's relevance to real-world scenarios.

Engaging multiple senses is important for learners to emotionally connect with tasks and resources. Visual and auditory stimuli are commonly used, but kinesthetic, taste and smell are often overlooked. In traditional classroom environments where lecturers only utilize hearing, psychologists found that only 12% of what is learned comes through this sense. On the other hand, visual stimuli account for 75% of what we learn, making it six times more effective than hearing (Race and Walker, 2006). Professor Albert Meridian studied body language and non-verbal communication, suggesting that this information should be kept in mind when lecturing. Additionally, resources created for classroom delivery can support learners, allowing for growth and challenges to all students (Meridian, A., 1981).

OFFSET has often indicated a connection between Paula

Resources and Paul's education. Likewise, there is a correlation between affective learning and the efficient utilization of resources. It is challenging to find a solitary resource that can effectively engage all learners when evaluating the efficiency of various resource types in addressing individual learning needs within specific settings.

The Powering presentation tool from Microsoft is a useful asset in numerous areas of study. Its primary aim is to present information through captivating graphics, but it should not be solely depended on as the sole provider of information.

To prepare for this task, the learner should start by researching using relevant resources to gather information. After collecting the information, they should filter it to ensure its relevance. Additionally, the learner should have knowledge and skills in using Powerpoint to create presentations that cater to their target audience, regardless of their expertise level. This includes selecting appropriate language and avoiding jargon when necessary.

When presenting to visually impaired attendees, it is crucial to use a suitable font size and quality. The content on slides should be clear and concise, avoiding unnecessary clutter. This applies regardless of the effectiveness of using bullet points as a teaching tool. It's important to consider how someone with a Microsoft Office Specialist (MOSS) certificate might experience the presentation.

While creating an excellent presentation can be beneficial, it may have a negative impact on introverted students who feel uncomfortable presenting to their peers. This could potentially harm their self-esteem. On the other hand, the opposite may also be true.

When a lecturer utilizes Powering as a learning resource, learners are able to contribute significantly more to the task at hand. This was demonstrated

when we deconstructed the presentation's various elements. Though a learner may find sitting and watching a Powering presentation to be distracting, it should be noted that visuals account for 75% of learning, with audio contributing only 12%. That being said, it's important to remember that the visual aspect of a Powering presentation is intended to assist the lecture rather than overshadow it.

A useful technique for enhancing your Powerpoint presentation involves using the "no show" or "hide" button on your remote. You can also press the 'B' key on a keyboard to produce a blacked-out screen effect. This approach encourages learners to redirect their focus from the slides towards the lecture, while enabling you to determine those who are attentive.

In recent years, the use of Powering presentations as a multimedia platform has grown, with many presentations featuring links to external sources, including Youth video clips and hyperlinks to external sites. This expansion of resources has increased the power of Powering. However, the effectiveness of the information delivered via Powering depends on each individual.

Studies have shown that utilizing a colored overlay can assist dyslexic students with reading. Users are able to modify the color scheme in presentations and computer applications. Microsoft Word, for instance, allows one to opt for a blue visual background on the screen without printing it on paper.

Making minor adjustments in the use of Microsoft Powering can significantly enhance its inclusivity and effectiveness by considering various learning styles and catering to visually-impaired or dyslexic readers as discussed earlier.

To help those with visual impairments, it is recommended to obtain a Braille copy. In addition, Microsoft Windows

has a text-to-speech feature that can be activated. It may be necessary to explain how to use Microsoft Powering as a tool. A video on Youth called 'Life After Death by Powering 2010' McMillan (2010) shows what not to do when using Powering, which can sometimes be easier than explaining it. However, caution should be taken while watching this resource because the comedian refers to an offensive font that some people may find inappropriate. This presents an excellent opportunity to discuss safeguarding with the class.

Poster work is a well-liked choice for group interaction when searching for non-electronic resources. It is inexpensive and accessible, particularly when used in small groups. Poster work can be employed in diverse environments, from a carpenter's workshop to an executive board room, and offers greater versatility than Powerpoint presentations.

Using posters in class is a great way to assess how well students have understood the lesson. Students often express their individual thoughts and opinions in a way that makes sense to them, and when discussed as a group, the posters provide valuable feedback to the entire class. In addition to the visual aspect, listening to students explain their posters to the class is also beneficial.

Visual learning is significant and creating posters is a great way to assist learners in visualizing information they aim to retain. Placing the posters in the classroom, particularly when dealing with factual data, can improve knowledge retention as a memory aid. It is worth noting that 75% of what we learn comes from visual input.

According to Brain World (2011), making students write words in the air as if on an imaginary

blackboard helps them visualize the order of letters in a word. Additionally, this technique requires students to maintain what they have already written in their working memory while continuing to write. This technique is reportedly effective from first grade to medical school.

Creating posters for classroom use may pose challenges to effective learning. One possible obstacle stems from the fact that the creators will use their own understanding in developing the posters. For these materials to serve as memory aids for the whole class, they should undergo verification for correctness in terms of content, spelling, and grammar before displaying them on the wall. Assuming that the posters are created accurately, they can enhance classroom discussions, lead to question and answer sessions, and enrich overall knowledge of the students. These visual aids can also serve as quick references to study material.

When studying ports on the back of a computer system during IT training, a good way to utilize this resource is by drawing a report on poster paper. This allows learners to establish a connection between the image and information provided. For example, to remember that the DB 15 port is used with a VGA monitor, learners can draw the D-shaped port on the base plate containing 15 rather than solely relying on its technical name listed. This method, in my opinion, has proven helpful in retaining knowledge.

According to learners, the use of port drawings has aided in retaining knowledge. For Part 2, design three resources for a skills specialist, including an emerging technology component, and evaluate how they will engage learners. Review and justify them to show how they can enhance inclusive practice.

Resource 1 is a version of the Trivial Pursuit board game.

As a tool for revision sessions aimed at achieving the Compact A+ award and various Microsoft certificates, this resource employs a board that was produced using Microsoft Word and printed on AH paper, then laminated. In the game, players collect colored cheese segments by answering questions and moving around a designated number of spaces based on dice rolls. To simplify gameplay, small cheeses with all colors are provided, and players mark collected segments with a dry wipe pen.

In order to begin playing the game, the learners must create question banks by using assigned homework and completing stretching exercises within the classroom.

Currently, the IT industry is heavily male-dominated while the age of my current classroom's students ranges from 16 to 24 years old.

I have discovered that one effective motivator is to offer the winner of the game extra time, such as a longer lunch break or the chance to leave early one day. When playing the game in groups with varying levels of ability, it gives the mentor an opportunity to sit and play with learners. This offers a chance to expand on questions and provide additional information when they answer incorrectly. However, when considering ways to make the game more inclusive, I have found a fundamental flaw.

To effectively play a board game, it is essential for players to be able to distinguish between colors. However, color-blind individuals may encounter challenges while playing. To address this issue, one approach could be the integration of text or printed designs alongside each section or color on the board. This would enable

visually impaired players to participate by incorporating their sense of touch as well. As an example, the orange section could exhibit "Current Cheese" and a tactile texture in addition to its color. Such adaptations can enhance accessibility and inclusivity in gaming experiences.

In my opinion, this game engages various senses, including an emotional connection such as the drive to win or participate with peers. Grouping participants by skill level allows trainers to supervise and guide individuals or teams. Even if a learner has little or no prior knowledge, the game provides them with knowledge through observing other players answering and getting questions correct. Another resource I utilize is Resource 2 - CRY Codes on equipment, which is developed in partnership with Compact's own textbook and Professor Messes' website.

In order to deliver the technical certificates in the class, we need to use GETS learning's official materials as a basis for learning. These materials consist of a textbook, lab book for practical exercises, and official Powering presentations. The theory textbooks contain CRY (Quick Reference) Codes that are located in the margin next to key points in each chapter. These codes are linked to external information and videos, providing an easy and quick way to access additional study material. To make these codes more accessible, I print them out and place them next to equipment or around the Training Centre.

Utilizing CRY code resources provides an innovative multimedia option for traditional textbook and lecture delivery. These codes can be coupled with a device incorporating a camera and internet access. The use of these codes is most prevalent with smart phones, which offer numerous free applications for generating

and viewing CRY codes. When utilized with equipment, these codes serve as a high-level exercise promoting individual examination and further investigation, or as a tool for reviewing materials.

The effectiveness of codes in promoting inclusion raises concerns as not all learners have a smartphone. To address this, the current education trend is to implement Bring Your Own Device (BYOD) policy, allowing learners to use their own device. For those without a device, potential solutions could involve teamwork or providing devices owned by the establishment.

The chance to promote equality and diversity is presented once again, as it needs to be kept in mind that some learners may prefer to use their finances for something other than owning a smart device. In such a scenario, inclusive measures could be taken by using a shared or supplier device, which may require advance booking. Resource 3 - Virtual Machines - can be utilized by the class for various purposes such as assignments, lab work or personal trials.

During the programming course that I teach, I will arrange the availability of various free software options provided by Microsoft under our IT Academy license.

Within my class, I am a strong advocate for the utilization of virtual machines. I educate my learners on the benefits of this software, which provides a "break it and don't worry environment". I highlight that it enables them to safely modify system files, develop scripts, troubleshoot, and even work with mallard, without affecting their host computer where they are completing coursework. To emphasize the importance of breaking things to understand how to fix them, I often say in class: "if you can learn to

break something and understand why it's broken, you will be in a better place to understand how to fix it".

To diversify learners' experiences, I plan to use labs as a teaching tool. These labs involve troubleshooting and restoring potentially flawed pre-set systems. To start the program off, I will incorporate overpopulation technology to introduce different operating systems. As an educator, I have observed that most learners are only familiar with three operating systems used on a limited number of devices.

The tutorial will commence with an introduction to Microsoft's Hyper-V software and its advantages. The subsequent section will outline a detailed guide on how to install the Windows XP operating system, which may be a new or familiar task for different learners. This presents an opportunity for me to assist in addressing any misunderstandings or difficulties they may encounter.

The software used in the classroom provides equal access to all learners on their individual computers, regardless of limitations. However, training is necessary to effectively use this particular software. Additionally, it is important to cover the technology related to overpopulation to ensure ease of use with the software.

All learners should be aware that the software has its own help section and that Microsoft's website provides valuable information. To ensure accessibility to all learners, I suggest using the three resources mentioned in different ways, such as demonstrating, providing instructions through help, or customizing the appearance of the resource.

The session plan highlights the utilization of the aforementioned resources through the activities and required resources column. In part 3, intellectual property rights and its relevant legislation are defined, and the implications of these to organizations and

tutors are discussed. Intellectual property rights are the exclusive rights of a person or company to use their own intangible assets, plans, ideas, without competition for a specific period of time.

A lawsuit may be used to implement these rights in court. The purpose of intellectual property is to stimulate innovation by removing the fear that a rival may plagiarize the concept or claim it as their own. According to Business Dictionary (2013), Copyright refers to a collection of immaterial privileges bestowed by legislation upon the writer or creator of specific literary or artistic works, bestowing the exclusive right upon that individual (or any party to which they transfer ownership) to produce copies of the same for distribution and trade for a limited time.

As per the Legal Dictionary (2011), intellectual property rights grant equivalent ownership privileges to imaginative concepts as they do to tangible assets. At present, I am in the process of devising a fresh curriculum for Windows 8 that emphasizes different technologies utilized in industrial and retail domains.

As an author, I can negotiate an agreement between the HER department and the college's legal representatives concerning the copyright protection of my work. Nevertheless, I have chosen not to declare myself as the holder of copyright for such material. According to the UNC (University and College Union), higher education institutions often possess the first ownership of intellectual property and its associated rights produced by their employees. Although many individuals renounce their copyright, particularly in standard academic cases, for the purpose of exploiting intellectual property.

Certain institutions have established corporations that manage all profits generated as a consequence of intellectual property exploitation. Additionally, there

are revenue sharing arrangements in place, allowing both the university and employees to benefit from the exploitation of intellectual property in accordance with specified criteria.

Contrary to popular belief, online information is not exempt from copyright law even when it is publicly accessible. The misconception that a work lacking proper copyright notice - including the author's name, title and date - is unprotected, is widespread. However, since April 1st 1989 all works are automatically protected by their respective owners or creators under copyright laws regardless of whether a notice has been displayed.

The Berne copyright convention established global laws to safeguard materials. It is imperative for all internet users to assume that the work and material on the internet is protected by copyright law, except when stated otherwise. Though copyright law makes it challenging to enforce the protection of readily available information accessible on the internet in an easy copy format, many images obtained through Google image search are copyright protected. Spark (1996)

In order to use an image from the Internet in the course materials for the programming course that I teach, I am required to obtain permission from the owner or provider of the image or website in question.