Make a presentation on the using technology to manage students online courses. It is our intent to
Question:
Make a presentation on the using technology to manage student’s online courses. It is our intent to view the evolution of IPOS throughout time focusing on the entrepreneur’s/leader’s intention for pursuing an IPO, method of bringing to market, costs, etc.
| Group Leader Presentation Rubric | |||||
| Faculty Instructions: Note the possible points for each element in Column F and then, enter the student's points earned for each element in Column B | |||||
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| STUDENT NAME: |
| DATE: | FINAL POINTS OUT OF 250 MAX | 0 |
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| Exemplary | Acceptable | Minimal Acceptance | Element Pts Earned | Element Pts Possible |
| Research | Successfully completes an annotated bibliography of at least 10 additional resources related to the research topic statement. Background information provides thorough depth (historical, contextual, and/or thematic information) of information for the proposed research topic. | Completes an annotated bibliography of at least 10 additional resources related to the proposed research topic. Background information provides sufficient depth (historical, contextual, and/or thematic information) of information for the proposed research topic. | Does not complete an annotated bibliography of at least 10 additional resources related to the proposed research topic. Does not provide background information with sufficient depth (historical, contextual, and/or thematic information) for the proposed research topic. |
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| 10 additional resources (beyond listed weekly resources) |
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| 0 | 30 |
| Depth of background information |
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| 0 | 30 |
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| | Research Subtotal | 0 | Minimal Acceptance |
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| Exemplary | Acceptable | Minimal Acceptance | Element Pts Earned | Element Pts Possible |
| Critical Analysis | Demonstrates exceptional ability to engage in scholarly thinking. Presents a clear and coherent synthesis of the week’s materials. Presents a clear and insightful identification of the gaps in the literature. Thoroughly evaluates the background information for the proposed topic. | Demonstrates an ability to engage in scholarly thinking. Provides a synthesis of week’s literature and identification of gaps that is mostly clear and cohesive. Background information on the suggested topic is provided. | An understanding of the week’s topics or the interrelatedness of the week’s readings is not evident in the presentation. Provides an incomplete or disconnected identification of gaps. Does not provide sufficient background information for the suggested topic. |
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| Synthesis of ideas from the week's literature |
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| 0 | 20 |
| Gaps in literature |
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| 0 | 15 |
| Background information the new (suggested) research topic |
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| 0 | 20 |
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| | Critical Analysis Subtotal | 0 | Minimal Acceptance |
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| Exemplary | Acceptable | Minimal Acceptance | Element Pts Earned | Element Pts Possible |
| Synthesis | Successfully follows the Group Leader Presentation instructions. A clear and complete understanding of articles and related issues for the week is evident. The presentation shows a high degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a coherent, plausible response. The suggested research topic shows potential for substantive impact on the field. | Follows the Group Leader Presentation instructions. An understanding of articles and related issues for the week is evident. The presentation shows some degree of discovery and creativity in assimilating, synthesizing, and framing the resources into a plausible response. The suggested research topic shows potential for successful research execution. | Does not follow the Group Leader Presentation instructions. An understanding of articles and related issues for the week is not evident. The presentation does not show discovery and creativity in assimilating, synthesizing, and framing the resources into a plausible response. The suggested research topic lacks originality and shows little promise for substantive impact. |
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| Successfully follows the instructions |
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| 0 | 10 |
| Clear understanding of the articles is evident |
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| 0 | 13 |
| Presentation shows discovery and creativity |
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| 0 | 12 |
| Suggested research topic |
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| 0 | 20 |
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| | Synthesis Subtotal | 0 | Minimal Acceptance |
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| Exemplary | Acceptable | Minimal Acceptance | Element Pts Earned | Element Pts Possible |
| Organization | The presentation is well organized and includes the components of the suggested format. The format is easy to follow, flows smoothly from one idea to another, and logically conveys the key ideas. The style remains consistent. | The presentation is presented in a thoughtful manner and includes the components of the suggested format; there is an overall organization and most transitions are easy to follow, but at times ideas are unclear. | The presentation is inconsistent and at times unorganized and does not include the components of the suggested format; format is difficult to follow; transitions of ideas are abrupt and distracting. |
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| Format of presentation |
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| 0 | 10 |
| Consistency of style |
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| 0 | 10 |
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| | Organization Subtotal | 0 | Minimal Acceptance |
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| Exemplary | Acceptable | Minimal Acceptance | Element Pts Earned | Element Pts Possible |
| WRITTEN DELIVERY STYLE & GRAMMAR | Follows APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall. Communicates in a cohesive, logical style. | Mostly follows APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall. Mostly communicates in a cohesive, logical style. | Does not follow APA writing style and basic rules of formal English grammar and written essay style exhibiting higher levels of critical thinking than memory/recall. Does not communicate in a cohesive, logical style. |
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| Formal and appropriate documentation of evidence, attribution of ideas (APA citations) | The paper follows appropriate APA style guides fully with respect to source attribution, references, heading and subheading logic, tables of contents and lists of charts, etc. | The paper follows appropriate APA style guides to a large degree with respect to source attribution, references, heading and subheading logic, tables of contents and lists of charts, etc. A few minor departures from APA style were found. | The paper loosely follows appropriate APA style guides with respect to source attribution, references, heading and subheading logic, tables of contents and lists of charts, etc. Several departures from APA were found. |
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| Detailed source, data, concept attribution (citations) |
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| 0 | 10 |
| Appropriate APA style for citations and references section |
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| 0 | 20 |
| Grammar, Sentence Structure, Spelling, Formatting | Delivery of grammatical structure, syntax, spelling, etc. are exemplary for graduate level work. No errors were found. | Delivery of grammatical structure, syntax, spelling, etc. are acceptable for graduate level work. A few errors were noted, but nothing significant. | Delivery of grammatical structure, syntax, spelling, etc. are weak for graduate level work. Several errors were found. |
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| Grammar and Spelling |
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| 0 | 20 |
| Overall format and look |
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| 0 | 10 |
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