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design Tasks, and the architecture of pedagogic spaces Virginia Samuda TBLT 2007 Are sharks predictable? Research on shark behavior day to day helps us understand the space and resources they need for survival. And research gives insight into potential interactions between sharks and humans. Tracking sharks: Scientists in Hawaii attach a lightweight sound producing tag to track a shark s movements. Researchers listen to the sounds the Tasks, design and the architecture of pedagogic spaces Virginia Samuda TBLT 2007 The teacher as task designer The texture and subtlety of teachers work connotes a need to acknowledge that they are necessarily involved in designing tasks at almost every twist and turn of classroom interaction. (Towndrow, 2004) Tasks, design and the architecture of pedagogic spaces 1) Some background issues brought into focus through the title of this talk 2) Some real world pedagogic problems, relating to the demands made on teachers that these issues bring into focus 3) Some recent empirical directions that seek to engage with those issues Tasks, As a pedagogic tool open to systematic use for a range of pedagogic purposes at different points in a teaching sequence open to a range of pedagogic decisions about how it may be varied, shaped and adjusted to meet those purposes open to mediation by a teacher Design : Done by . materials writers, curriculum developers, researchers, testers, teachers, learners Development of a new task from scratch; adjustments to existing tasks Complex problem-solving mechanisms and conceptual domain knowledge Includes Draws on.. Design : some problems of scope? Emergent? Re-shape.., reinterpret.., re-define.. Impact on performance and SLA processes? Direct..,channel.., deflect.., predispose.. require.., impinge on.. (Pica et al, 1993; Skehan & Foster studies, 1996-9; Ellis, 2001; Robinson, 2001; 2007; Mackey, 1999 etc..) (Lantolf, 2000, Coughlan & Duff, 1994; Donato 2000, Seedhouse, 2005, SlimaniRolls, 2005 etc ) in relation to task as a pedagogic tool? Interactions between emergent and predictable elements of task design? The zone where teachers work? Design : Development of the workplan Implementation of the workplan Task-as-workplans Workplan Workplan Original workplan (designer s workplan) Workplan Workplan Retrospective workplan Prospective Dynamic workplan workplan (teacher s lesson plan) (teacher s (teacher s on-line plan) reformulated plan for future use) The architecture of pedagogic spaces Task-as-frame Practitioner construals of task as: a bounded pedagogic unit ..with a beginning, a middle, and end unfolding in stages providing a reason to use language ..leaving space for the learner (Samuda et al, 2001) Pedagogic task design: some real world issues The curriculum: All English teachers must take on the responsibility of selecting or adapting suitable tasks from existing materials or designing tasks for their own learners (Curriculum Development Council, Hong Kong/SAR, 1999) The teacher: I am very conscious that if I sit down of an evening as a teacher that I don t want to spend all evening preparing tasks or designing tasks. I want to produce something which is valid [ ] and enjoyable for the class in as short a time as possible (Samuda et al, 2000:5) Problems with design: an example [Teacher x]: never considered the question of how to design the tasks in a way that would make it necessary for the students to collaborate for task completion (Tsui, 2003: 174); [and did not appear to] have any principles on which to base her judgment of whether the activities [were] well designed (ibid: 219). Potential guidance on task design How to manuals (Nunan, 1989; 2004; Estaire & Zan n, 1994, Jolly & Bolitho, 1998 etc) Empirically-grounded insights (notably the two Peters) Empirically-grounded recommendations about task-based methodology (Ellis, 2003) Principles of task-based methodology (Ellis, 2003) 1. 2. 3. 4. 5. 6. 7. 8. Ensure an appropriate level of task difficulty Establish clear goals for each task-based lesson Develop an appropriate orientation to performing the task in the students Ensure that students adopt an active role in taskbased lessons Encourage students to take risks Ensure that students are primarily focused on meaning when they perform a task Provide opportunities for focusing on form Require students to evaluate their progress Design awareness (Samuda, 2005) Enabling task implementation: teacher and task in tandem (Samuda, 2001) Enabling teacher planning over a course of instruction (Mohan & Marshall Smith, 1992) A role for design awareness in developing the workplan and in implementing it? Design awareness: some unknowns: What does it entail? How is it deployed in the development of the workplan, and how is it deployed in task implementation in the classroom? How is it acquired? How does it develop? Can it be trained ? Some empirical studies of design Example 1:The development of the workplan (Johnson, 2003; Samuda, 2005) Example 2: Teachers implementation of the workplan (Samuda, forthcoming) Example 1: What designers do: developing the workplan Interview data: evaluations of typical tasks; card sorts: task designers, teachers. Design process data: concurrent thinkalouds while designing tasks: design brief: specialist (S) designers and non-specialist teacher (NS/T) designers Differences in the ways that S and NS/T designers approach design process? (Johnson, 2003) Design outcomes data: tasks produced; teacher evaluations of tasks produced Differences in the tasks produced? (Samuda, 2005) Selected findings: differences in the ways that specialist designers approach the design process: (Johnson, 2003) concrete visualisation capacity simulate and rehearse ways task might unfold envisage and troubleshoot problems consequence identification awareness of potential knock-on effect of changing one element of the task maximum variable control attention to wide range of variables relating to overall task and the details of its parts Selected findings: differences in tasks produced (Samuda, 2005) Differences in surface level features: S tasks: titles, summarising statements (task goal; pedagogic purpose); structured stationery ; jointly supplied task data Differences in internal structuring: S tasks: proleptic design features: anticipate how the design might unfold in action; points in the task where there could be a change in attentional focus EXAMPLE: the staging of a task Movement through the task chunked via steps and sub-steps, with step boundaries corresponding to shifts in interaction, sub-topic and/or task focus Outcomes of one stage of the task used as input for the next Iterative opportunities different for types of language use at different stages of the task Closures: -stage closures -final closure in plenary mode Cumulative pedagogic effects? - use of advance organisers staging pacing variety in interaction type recycling closure . built into task design Designer as teacher? Example 2: teachers implementations of the workplan How do teachers appraise the potential strengths and limitations of the original workplan? Does varying an element of the workplan, whether prospectively or dynamically, have a knock-on effect on other aspects of the task? How do teachers anticipate and manage those effects, both prospectively and dynamically? Data base Teachers with different levels of classroom experience planning and teaching the same unit of material from a widely-used ELT textbook in a 50 minute lesson. (Source: LATEX Research Group archive, Dept of Linguistics and English Language, Lancaster University) Present example: Two teachers planning and implementing a task that formed part of those materials Participants The teachers Teacher V : over 20 years ESL and EFL teaching experience Teacher N : TEFL diploma; limited teaching experience. The students Two classes: young adults, from China One-year s foundation course, at UK college of education, prior to entering university Procedures Pre-lesson interview: each teacher talked through a 50minute lesson plan based on the same textbook unit Video-recording of lessons taught Two stimulated recall sessions: 1) teacher-nominated points of focus 2) researcher-nominated points of focus Tap into different dimensions of the task-as-workplans? Analysis: Based on practitioner construals of task as a frame Track teachers macro- and micro-framing of the task prospectively and dynamically Example: proactive/reactive framing moves relating to: theme, content, procedure, goal, timing Variations to original workplan: prospective workplan Problem V Solution Anticipated impact Rubric Inappropriacy of China s task content Greatest Achievements Lack of time N Mode of activity Outcome format Omit last step of None task Both teachers vary the original workplan in different ways.. Teacher V Changes to task content cumulative changes to task structure and procedures Re-tasks elements of original workplan Teacher N Omitting part of task procedure removal of task outcome De-tasks elements of original workplan De-tasking and re-tasking: Teacher N and Teacher V prospective N Omit part of task dynamic S individual preparation T nominated responses DE-TASK On-line changes to internal structure of task rubrics, number of stages, outcomes of stages RE-TASK impact on language use IRF R= one-off extended prepared turns c) R= single word utterances DE-TASK b) DE-TASK V Changes to content changes to internal structuring (rubric type; number of stages; outcome) RE-TASK Cumulative opportunities to engage and re-engage with familiar content in slightly different ways at different stages of the task; dynamic reframing of task demands RE-TASK Some elements of Teacher V s retasking Demarcation of beginning/end of task, and the stages within the task Use of student-generated data arising out of one stage as springboard for next Variation of interaction types Keeping the frame of the task constant enables changes in task procedures and changes in task demands as the task unfolds? Staging the task: macro and micro-framing: Teacher V T A S K close frame open frame open frame close frame open frame close frame open frame close frame open frame close frame Factors enabling Teacher V to re-task , prospectively and dynamically? Robust schematisation of the architecture of the task: overall task frame, and micro-frames within it? Capacity for envisaging and troubleshooting problems? Awareness of effects of changing one element of task on others? Highly proceduralised repertoire? Teacher as designer? Are sharks predictable? Research on shark behavior day to day helps us understand the space and resources they need for survival. And research gives insight into potential interactions between sharks and humans. Tracking sharks: Scientists in Hawaii attach a lightweight sound producing tag to track a shark s movements. Researchers listen to the sounds the Some conclusions Not all tasks are created equal The use of tasks implies design : prospective and dynamic, with fluid boundaries between workplan and process Further empirical studies that look at design in terms of how teachers construe the pedagogic potential of different tasks, and how they work with them in the classroom richer understandings of task as a pedagogic tool within a context of use, and richer conceptualisations of the scope of design ? insights for teacher development? An end .and a beginning .. TBLT 2009 Lancaster landscapes and sweeping panoramas friendly locals literary and cultural heritage rain pubs and well-kept real ales local produce Lancaster Axe A longstanding association with tasks See you in 2009 Advice to novice architects, (Potter, 2002) Enter old buildings alertly, on the prowl for trouble. Note any evidence of smell, subsidence, cracking, rot, woodworm, damp, loose plaster, stuck doors, pattern staining, damaged fittings. Always note the superficial nature and conditions of surfaces, but.. Always go beyond surfaces, to structure, and to an awareness of materials. Framing the task: examples Teacher N Teacher V So we ve got just short of a quarter of an hour left and there s a task on the back about talking about greatest achievements. It s on the last page and it s number 1. In your pairs I d like you to decide which you think is the greatest achievement ever made Now we re going to do an exercise in pairs. If you could just take some paper (handing out sheets of poster paper). [.] We re looking at achievements and so far we ve been looking at achievements of people. But countries could also have great achievements. Now you all come from the same country. I want you in 5 minutes to write down the greatest achievements that China has experienced in its long long history. What great things have happened in China? OK? What makes a good street bollard? Reprise: What makes a good street bollard? Height? Geometry? Surface? Spacing? Articulation with the ground? Fitness for purpose (Gropius, 1936) What makes a good task? Real world relationship? Engages holistic language use? A non-linguistic outcome? Focuses attention on meaning? Gives rise to different kinds of language processing? Planning time? Clear instructions? Feedback on success? ..vis a vis fitness for purpose ? Tasks Design Pedagogic spaces Differences in the tasks produced: (Samuda, 2005)
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Andrade.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Learning about Global Issues Through Task-Based Activities: Mixing and Matching the Four Skills Melvin R. Andrade, Ed.D. Sophia Junior College & Aoyama Gakuin University (Japan) andrade.sophia@yahoo.com TBLT 2007, Univ. of Hawaii, Sept. 20-22. (28 PP...
Andrade.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Page 1 of 7 Learning about Global Issues Through Task-Based Activities: Mixing and Matching the Four Skills (M. Andrade) Tables 1-4 Source: Melvin R. Andrade (Sophia Junior College). Presentation handout for Learning about Global Issues Through Tas...
Carless.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Towards a version of taskbased approaches suitable for schooling David Carless University of Hong Kong dcarless@hku.hk Aims of the study To probe key issues in the implementation of task-based teaching in Hong Kong secondary schools To work toward...
Carless.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Towards a version of task-based approaches suitable for schooling To appear as: The suitability of task-based approaches for secondary schools: perspectives from Hong Kong, System, 35(4), December 2007. David Carless, Associate Professor, Faculty of ...
ChoongHan.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Task Complexity and Output Complexity: An Exploratory Study K. PHILIP CHOONG and ZHAOHONG HAN Teachers College, Columbia University kpc2001@columbia.edu han@tc.columbia.edu Motivation Cognition Hypothesis Question: What is the relationship between...
Cobb_and_Lovick.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Marina Cobb, Defense Language Institute, email address: marina.cobb@us.army.mil Natalie Lovick, Defense Language Institute, email address: natalie.lovick@us.army.mil THE CONCEPT OF FOREIGN LANGUAGE TASK, MISCONCEPTIONS AND BENEFITS IN IMPLEMENTING T...
collentine.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Lexical and syntactic complexity in a task-based, CMC environment Joe Collentine Northern Arizona University Karina Collentine Yavapai College Important issues in task based research Lexical richness Morphosyntactic complexity Planning SLA views...
deVos.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: A rich linguistic meal Task based learning of mother tongue Bert de Vos APS The Netherlands b.devos@aps.nl www.apsinternational.nl School Children with special needs (autistic, disturbed behavior) intellectual level between 70 - 90 Children from ...
devos.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: APS International Ltd. P.O. Box 85475 3508 AL Utrecht The Netherlands international@aps.nl +31 30 2856875 www.apsinternational.nl Bert de Vos teacher trainer for mother tongue and foreign languages at APS, Utrecht, The Netherlands b.devos@aps.nl +31...
Feryok.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TEACHING TASK-BASED TEACHING: APPROPRIATION THROUGH IMITATION Anne Feryok University of Otago anne.feryok@otago.ac.nz TBLT Conference Hawaii 2007 Sociocultural theory and second language teacher development The sociocultural turn (Johnson 2006) ...
Hilden.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Finnish language core curricula Collaborative R&D Project 2006 -2009 Raili Hildn University of Helsinki, Finland raili.hilden@helsinki.fi Background New core curricula for language education 2003/2004 Content cathegories related to the CEFR CEFR sc...
Hill_and_Tschudi.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Exploring Task-based Curriculum Development in a Hybrid Web-based Conversational Chinese Program Yao Hill and Stephen Tschudi yaohill@gmail.com stephen.tschudi@hawaii.edu University of Hawaii at Mnoa Our Hybrid Web-based Conversational Chinese Prog...
Huang.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Word usage of L2 learners in performing narrative tasks: An analysis of task types and learner proficiencies 2007 TBLT Conference, Honolulu Hung-Tzu Huang (University of Hawaii at Mnoa) TBLT 2007 Theoretical Framework Research on task complexity...
Huang.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TBLT 2007 September, 21 Word usage of L2 learners in performing narrative tasks: An analysis of task types and learner proficiencies Hung-Tzu Huang (hungtsu@hawaii.edu) (University of Hawaii at Mnoa) Research on task complexity and difficulty (Ellis...
Huang_W.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Investigating the Empirical Links between Learner Uptake and Language Acquisition through TaskBased Interaction Wenchi Haung 02/11/09 1 Outline Introduction Literature Review Methods Results & Discussion 02/11/09 2 Introduction All areas of ...
Jordens.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TBLT 2007 A comprehensive model for speaking and oral interaction: theoretical en practical implications for the development of task-based language assessment instruments Kathelijne Jordens Sara Gysen Nele Maddens Introduction Project: \"To constr...
Ko.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Myong Hee Ko University of Hawaii at Manoa Myong@hawaii.edu Need Analysis, A TBLT Module, Reactions Myong Hee Ko University of Hawaii at Manoa The Purpose 1. How the findings of needs analysis can be con...
Lowdermilk.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TBLT and Technology An attempt to incorporate technology into TBLT-style lesson Real-world exposure from the classroom Momoyo Kubo Lowdermilk Stanford University, Language Center mkubo@stanford.edu Abstract Choosing gifts for your host family: To li...
ShaoqianLuo.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: An IPO Task Difficulty Matrix for Prototypical Tasks for Task-based Assessment Sheila Shaoqian Luo School of Foreign Languages Beijing Normal university Sept 22 2007 The presentation structure introduction literature the rationale of the research r...
Michel.pdf
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: The Interaction of Task Condition and Task Complexity in the Oral Performance of Turkish and Moroccan Learners of Dutch Marije Michel, Folkert Kuiken & Ineke Vedder University of Amsterdam m.c.michel@uva.nl COGNITIVE APPROACHES TO TBLT COGNITIVE DEM...
Muller.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Researching the effect of preteaching on task performance Theron Muller theron@theronmuller.com TBLT2007 Noah Learning Center Japan The question PPP Task J Got another one? B Next C Yeah - there\'s this one and one more J Hmm B Well it almost looks l...
Ogilvie.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Taking Teacher Education to Task TBLT Conference 2007 Greg Ogilvie & Bill Dunn University of Alberta gogilvie@ualberta.ca wdunn@ualberta.ca Teacher education still has the honour of being simultaneously the worst problem and the best solution in edu...
Revesz.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Recasts, Task Complexity, and the Acquisition of the Past Progressive TBLT 2007 Conference Andrea Rvsz Georgetown University (ar429@georgetown.edu) Background There has been a growing interest in task-based language teaching over the past two deca...
Sicola.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Nonnative-Nonnative Negotiations on Targeted, Communicative Pronunciation Tasks Laura Sicola sicola@dolphin.upenn.edu University of Pennsylvania Graduate School of Education & English Language Programs TBLT 2007 1 The Research Gap Issues in L2 Phono...
Solares.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TBLT for Teacher Development Implementing an Online Course Mara Elena Solares solares@servidor.unam.mx Department of Applied Linguistics - CELE Universidad Nacional Autnoma de Mxico September, 2007 Objective Through direct experience in learning t...
thurman.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Choice of Task Topic and Task Motivation The 2nd International Conference on Task-Based Language Teaching Honolulu, HI Saturday September 22, 2007 by John Thurman Intrinsic Motivation Autonomy The desire to self-organize experience and behavior ...
Toth.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Teacher- and learner-led discourse as tools for L2 grammatical development in task-based Spanish instruction Paul D. Toth University of Wisconsin-Madison ptoth@wisc.edu 2007 TLBT Conference, University of Hawaii Instruction & L2 grammatical develop...
Van_Daele_et_al.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: TBLT 2, Hawaii The influence of strategic task based planning on the fluency, accuracy and complexity of speech in two L2s. Siska Van Daele, Alex Housen Teaching) 1 BACK...
vanOel.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: THE CERTIFICATE OF DUTCH AS A FOREIGN LANGUAGE (CNaVT) Language testing and culture B.C.vanOel@uva.nl Katholieke Universiteit Leuven Belgium TBLT Honolulu September 2007 Universiteit van Amsterdam The Netherlands Question Do you congratulate so...
vanOel.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Language testing and culture Bregje van Oel Universiteit van Amsterdam Certificaat Nederlands als Vreemde Taal (CNaVT) B.C.vanOel@uva.nl Sheet 2 Lets start this presentation with a short question. In order to improve my English, every week I receiv...
Xavier.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: LANGUAGE TASKS AND EXERCISES: HOW DO TEACHERS PERCEIVE THEM? Rosely Perez Xavier, Ph.D. Federal University of Santa Catarina rosely@ced.ufsc.br Florianpolis, Brazil SOME DEFINITIONS Exercises are \"activities that call for primarily form-focused lan...
Norris&OSullivan.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Ecologically valid uses for assessment at the nexus between language, content, and task John Norris & Barry OSullivan Copyright 2007, John M. Norris Inevitable changes in L2 education Sources Philosophy of education Cognitive psychology SLA theory...
Byrnes.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Assessing L2 writing performance: Reconsidering writing prompts as genre-based tasks Heidi Byrnes German Department Georgetown University byrnesh@georgetown.edu TBLT 2007 University of Hawaii at Manoa Sept. 21, 2007 GUGD curriculum web page: http:/w...
Canilao.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Helping Learners Think for Themselves: A Task-Based Approach to Teaching Critical Writing Maria Luz Elena N. Canilao Department of English, School of Humanities Ateneo de Manila University, Philippines lcanilao@ateneo.edu, elenacanilao@yahoo.com Ho...
Bussinger.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Extended Projects in the EFL Classroom Using a Student-Generated Chikan Survey to Illustrate Effective Student Motivation in a Student Centered EFL Clay Bussinger Tokiwa University, Japan Claybuss@tokiwa.ac.jp Claybussinger@hotmail.com Class Backgr...
Harjanne.pdf
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: ...
hasegawa.ppt
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: MultiPod: a Multi Linguistic Word Learning System Based on iPods ~ Introduction , , ~ Hasegawa, Kazunori, Satoko Amemiya, Keiichi Kaneko Haruko Miyakoda, Wataru Tsukahara Tokyo University of Agriculture and Technology, Japan s020050@cs.tuat.ac.j...
hasegawa.doc
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: MultiPod: a Multilinguistic Word Learning System Based on iPods Kazunori Hasegawa, Satoko Amemiya, Kei-ichi Kaneko, Haruko Miyakoda, Wataru Tsukahara Tokyo University of Agriculture and Technology, Japan S020050@cs.tuat.ac.jp INTRODUCTION In this stu...
Jackson.pdf
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Another Look at Convergent and Divergent Tasks: Evidence from Synchronous Computer-Mediated Communication Email: Website: danielja@obirin.ac.jp Daniel O. Jackson J.F. Oberlin University, Tokyo www.e-jyugyou.com Overview: A Pilot Study This pilot stu...
Watanabe.pdf
Path: Hawaii >> PP >> 2007 Fall, 2008
Description: Critical Task-based Needs Analysis for Empowering Adult Immigrant Learners Yukiko Watanabe (University of Hawaii at Mnoa, Second Language Studies), yukikow@hawaii.edu Adam Pang (University of Hawaii at Mnoa, Multicultural Student Services), adampang@...
311sp.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: All information you provide will be kept strictly confidential. 1.Name: _ E-mail: _ Birthplace: _ Languages: _ How long have you been in Hawaii?: _ Telephone: Home: _Office:_ Cell: _ 2. Declared Major(s): _ or Intended major(s): _ 3. Prerequisite: IC...
311_Required.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Basic Internet Skills Browser Operation URL Be able to go to a website by entering a URL Know the elements of a URL Other Basics Be able to click on a link Know how to use the back button Searching Be able to do a simple search in Google Advanced s...
311HW1.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: HW1: This homework contain two parts Due: Class 3 (before class) HW1 Part I: Student Profile and Review Required Skills In the first part of HW1, you will 1. Access course website, 2. Print and fill in the Student Profile, 3. Print and review require...
Quiz1.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 1 Name: _ Section: _ 1. a. Briefly explain the difference between a Global and a Transnational business strategy: b. Explain the implications of each strategy on Information systems: 2. Name one Governmental challenge and one Cultur...
Quiz2.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 2 Name: _ Section: _ 1. a. Information systems can be used in three ways to add value to an organization: _, _, and _, (1.5) b. Describe and give examples of one of these: (3) 2. a. Successful business cases are made of arguments bas...
Quiz3.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 3 Name: _ Section: _ 1. Many business sell directly to their customers online, cutting out the middleman. What is this called? _ 2. What are businesses that continue to operate their physical locations while adding an e-commerce comp...
Quiz4.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 4 Name: _ Section: _ 1. The principle or objective of database design is: (/2) 2. What is database normalization? (/2) 3. What is referential integrity? (/2) 4. What is meant by a Public Key System. Define it briefly: (/2) 5. ...
Quiz5.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 5 Key 1. What is the problem that the Enterprise Information Systems try to address: _Integration_ (1 point) 2. What does ERP stand for? _Enterprise Resource Planning_. What does GIS stand for? _Geographical Information System_ (1 poin...
Quiz6.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 6 1. What would be the reason(s) why Neiman Marcus would take back a shirt from Old Navy returned by a customer? ( 2 points) 2. Three types of CRM software: Operational, _ and _ ; Give an example application for each type: 3. Two type...
Quiz7.pdf
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Quiz 7 Name: _ Section: _ 1. What are the three approaches (ways) of developing an information system? Associate the following options with each approach: outsourcing, external acquisition, end-user development, ASP. (note that each option...
Exam1StudyGuide.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Exam 1 Study Guide Fall 2008 Exam 1 Scope: Textbook Chapters 1-5 All Lectures up to Class 15; Online Slides HW3 Excel Lab and E-business Lab Exam format: Acronyms (example: see end of chapter Key terms) Multiple choice questions (most...
Exam2StudyGuide.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Exam 2 Study Guide Fall 2008 Exam 2 Scope: Textbook Chapters: TB3, 6, 7, 8 All Lectures; Online Slides HW4 ACCESS Lab Related concepts in Exam 1 scope: o Concepts specified in the lectures; o E-business project related concepts (see proje...
311Chapter1.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 1 Managing in the Digital World You cant just ask people what they want and then try to give it to them. By the time you get it built, theyll want something else Steve Jobs, Apple Computer (on pleasing customers) Information Systems Today...
311Chapter1.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 1 Managing in a Digital World Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich Apple Computers mass marketed which of the following innovations? A computer mouse An early PDA An early laptop An onlin...
311Chapter2.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 2 Fueling Globalization through Information Systems The idea of charging for calls belongs to the last century. Niklas Zennstrm, Skype Information Systems Today: Managing in the Digital World 2-1 Learning Objectives Information Systems...
311Chapter2.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 2 Fueling Globalization through Information Systems Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich What is NOT true about Globalization 1.0? Domesticated horses were used for transportation and ...
311Chapter3.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 3 Valuing Information Systems Investments The most important discoveries of the next 50 years are likely to be ones of which we cannot now even conceive. Sir John Maddox, 1999 Information Systems Today: Managing in the Digital World 3-1 ...
311Chapter3.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 3 Valuing Information System Investment Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich An organization can achieve a competitive advantage by doing all of the following except _. Having the best-...
311Chapter4.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 4 Managing the Information System Infrastructure Based on results of survey data from 2004, 70% of respondents had stolen key information from an employer Ibas - Data forensics firm, UK Information Systems Today: Managing in the Digital W...
ExcelLab.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Excel Lab IT Investment Cost-Benefit Analysis Using Excel BUS311, 2009 Spring, Dr. Chen This lab will assist you in reviewing basic Excel concepts and specific Excel formula and functions that may be used in ASSIGNMENT 1. (Note: label every variable ...
311Chapter4.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 4 Managing the Information Systems Infrastructure Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich The interconnection of all basic facilities and services enabling an area to function is called _. Faci...
311Chapter5.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 5 Enabling Commerce Using the Internet There is no physical analog for what Amazon.com is becoming. Jeff Bezos Cofounder and long-time CEO of Amazon.com Information Systems Today: Managing in the Digital World 5-1 Learning Objectives I...
311Chapter5.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 5 Enabling Commerce Using the Internet Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich Which of the following statements is true about e-commerce? It is the online exchange of goods, services, a...
311WebsiteDevelopment.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: BUS311 Website Development Lab WEBSITE DEVELOPMENT BASICS Web browser The world URL Web Server Web Hosting Site Web pages (HTML) Web pages (HTML) Direct Publishing> WebPage/Site development tools Web publishing tools File Tran...
311WebsiteDevelopmentNotes.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Software and File Transfer for Website Development BUS311, Dr. Chen & Dr. Kazman 1. Download a file transfer program from UHs ITS website: Go to this URL (UH Personal Page): http:/www.hawaii.edu/askus/694 Under Manual Updates, choose the appropriate ...
NetLab3_NVU.doc
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: NetLab3 Exercise Website Development using NVU BUS311 Spring 2009, Dr. Chen Note: Always design your website based on your business model and the rules as discussed. Check out http:/webpagesthatsuck.com for what not to do. A. Use NVU The Dog Shop as ...
311TB3.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Technology Briefing 3 Database Management Modern organizations are said to be drowning in data but starving for information p. 509 Information Systems Today: Managing in the Digital World TB3-1 Learning Objectives Information Systems Today: Man...
311Chapter6.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapte r 6 Securing Information Systems 66 percent of all Webroot-scanned personal computers are infected with at least 25 spyware programs. Webroot (2005) Information Systems Today: Managing in the Digital World 6-1 Learning Objectives Informa...
311RelationalBasics.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: The Relational Model Codd (1970): based on set theory Relational model: represents the database as a collection of relations (a table of values -> file) Domains Tuples Attributes Relations Relational model constraints 4 Relational Model Cons...
311Chapter6.TQ.ppt
Path: Hawaii >> BUS >> 311 Fall, 2008
Description: Chapter 6 Securing Information Systems Information Systems Today Managing in the Digital World Leonard Jessup Joseph Valacich Common ways of obtaining unauthorized access include _. Physically stealing computers Stealing flash drives Stealing ...
