Course overview video
This video helps to orient asynchronous online students to the construction planning and
scheduling (course code: CoTM – 4221) for improving their knowledge and outcomes. It is used
at the beginning of the course on the Home Page of Adigrat University Online Courses. It helps
them to understand the cadence of assignments and the general expectations of the course;
through that, it enables them to accomplish the course successfully and timely.
Module 5 week 2 graded video script
Hi, my name is Redae Alem Teklehaimanot, and I am your teacher for construction planning and
scheduling CoTM 4221, and I would like to welcome you to this important course (CoTM 4221).
You can also call me Redu. Currently, I live in Adigrat Town, Tigray, Northern Ethiopia, now. I
have a BSc degree in Construction Technology and Management and MSc degree in
Construction Technology and Management (in progress). From September, 2008 to December,
2009 I was served as Assistant lecturer in Adigrat University; from January, 2009 to January
2011, I was learned MSc in Construction Technology and Management in Hawassa University;
and from January, 2011 to November, 2017, I am working as a assistance lecturer in the Adigrat
University College of Engineering and technology Department of Construction Technology and
Management. In my spare time, I read research books, fiction, football, and I play games. My
favorite foods are shekla wet, Honey, and Milk. I like and am very happy teaching this class
since I get to know you well through your writing.
This course is meant to give you a firm foundation in academic brush –up on the subject matter
in general. This course have five chapters, project planning, project scheduling techniques,
project time cost trade off, resource management and other scheduling techniques. By the end of
this course, you should be better at clarifying the nature and scope of planning and scheduling,
identifying project planning , describing project scheduling techniques, differentiate resource
allocating, resource aggregating and resource leveling, identifying crashing duration and crashed
cost from normal duration and normal cost. You should also know other project scheduling
techniques and understanding what a project time trade-off.
My colleagues and I have created an online course that we hope will help you learn from me,
your instructor, as well as from each other, students, and peers through discussions, writing
views, and peer work activities. Here, even though we may not have specific course meeting
times, it will be an announcement on a time-bound schedule's specific regularity of readings,
homework, tests, quizzes, assignments, and due dates.
When you access your course, you will see your module page automatically from the Home Page
of Adigrat University Online Courses. From the list of online courses posted, you select
construction planning and scheduling (CoTM 4221), and this is the page where you will be doing
all of your activities. You'll notice that the very top of the page will always have your resources
and syllabi so that you can have quick links toward those things. Each week, you can scroll down
just past the resources, and you will see a new group of activities entitled with the name of the
week along with which unit we are working on for that week.
Aside from a few weeks, we will have different schedules’ of assessments: for reading and
quizzes, they will be posted by Tuesday; for tests and homework, they are due by Thursday; for
video meetings and discussions, they are due by Saturday; and for feedback assignments,
questions, or comments, replies, they are due by Monday. You will have six main-graded
assessments for this course (i.e., two tests (20%) from chapter 1&2, one quiz (10%) from chapter
2, two individual and group assignments (30%) from chapter 3&4 and final exam (40%) from
chapter 3, 4&5). If you ever need to contact me, you can reach me through my Email account,
my Telegram, or my WhatsApp address, which will be posted on the course syllabus home page.
I'm also happy to set up video conference appointments to help you with specific questions about
your papers or any of your work.
I'm excited to get to know you better and to help you establish a firm foundation in construction
planning and scheduling concepts to help you through the rest of your course work here at
Adigrat University, Tigray, Ethiopia. I look forward to working with you this semester!
"Good luck!"
Module 5 final reflection 1 (module 3) (prompt 5 of 1)
Social Constructivism and Student Interactions (Module 3)
In the lesson on social constructivism and student interactions, I learned that I need to analyze
individuals ‘interactions based on their culture and society, and I need a collaborative nature of
learning to develop social worlds. When I read about social constructionism (i.e., created through
the social interactions of a group and focusing on the artifacts) and social constructivism
concepts (i.e., focusing on the individual’s learning that takes place because of his or her
interactions in a group), I understood that they are kindred spirits.
From the lesson on social constructivism and student interactions, I understand that the idea of
student-to-student interactions will be the most fascinating learning moment for my students, and
their knowledge can be evolved through the process of social negotiation and evaluation of the
viability of individual understanding by themselves when they explain, discuss, write, build,
create, or engage in any activity of the subject matter, and it is built on previous knowledge and
experiences. When I think of Social constructivism and student interactions in my institution, I
realize the level of potential development is the level at which learning takes place, and cognitive
structures are still in the process of maturing, but we are also working to mature under the
guidance of or in collaboration with others. Here, I will advise for my students to use every
conversation or encounter between two or more people to obtain new knowledge or expand their
previous knowledge.
Since I found that social constructivism and student interactions are very sound and helpful
mechanisms to upgrade my students knowledge, and it is best to learn through active
engagement rather than the expert at the front of the class room, functioning as a facilitator or
guiding and supporting the learners, on the basis of the questions asked in the module, in my
course, I am reconsidering the way I will teach my students. For example, I will teach by
engaging students’ center class and online, following students’ interactions, and giving
suggestions and recommendations to interact with their fellow students and others on my course
task activities from anywhere.
Module 5 final reflection prompts 5 of 2
Supporting Online Students (Module 1)
In the lesson on supporting online students, I learned that I need to recognize the differences in
teaching online students, to design the course with their needs in mind, and to identify ways I can
support online learners in my online course. When I read Module I, I learned that the transition
of students to digital and online-based learning can introduce a variety of new approaches to
learning.
When I think of the supporting online students for E-learners from me and my institution
(Adigrat University), I realize that it is substandard; thereby my students are not practicing the
new teaching approach and the online learning through a digital platform.
As I understand from the lesson on supporting online students, online learning has the flexibility
advantage that it offers so that learners have some autonomy in how, when, and where they
engage in the learning experience. Within this flexibility, as an instructor, I can implement
strategies and practices that foster a consistent, supportive, and encouraging environment for my
online learners to thrive in.
Based on the module I have learned from the lesson on supporting online students, before
starting the normal class, it should first orient them regarding the basic structure of the course,
instructions, due dates, assessments, and supporting materials, and I will be using a course tour
video to do this. Based on what I have understood in the module, I will be reconsidering my
teaching methodology: to communicate regularly, to engage my students, to provide supportive
materials through Zoom or other digital methods, and introduce the new online supporting
technologies to teach my students.
Module 5 final reflection prompts 5 of 3
Bloom’s Taxonomy (Modules 2 and 4)
In the lesson on Bloom’s Taxonomy, when I read about it, I learned that there are six major
levels of cognitive processes, starting from the simplest to the most complex, namely,
remembering, understanding, applying, analyzing, evaluating, and creating, and these six levels
of learning can be used to structure the learning outcomes, lessons, and assessments of courses.
Using verbs aligned with Bloom's Taxonomy to create discussion questions and lesson plans that
ensure your students' thinking progresses to higher levels. This framework is important for
designing a learning experience because it helps instructors identify, classify, and outline what
students are expected to learn in the course.
When I think of Bloom’s Taxonomy from my teaching experiences, I did not apply it; rather, I
used, in the wrong way, example, verbs like understand, able, learn and can to describe course
objectives. Moreover, I had misconceptions about the use of course objectives in alignment with
outcome and assessments. But now I have changed my thoughts through reading Bloom’s
Taxonomy module, and I will reconsider and add to apply to my students the structure of
learning alignments to outcomes and assessments of courses. For instance, in remembering, I
will use verbs like recognize, identify, and recall, etc., and in analyzing, I will use determine,
differentiate, organize, and attribute etc.
Module 5 final reflection prompts 5 of 4 oredy changed from before
Flip-Video discussion, my colleagues shared with me their experience, skills, and knowledge on the use
of different platforms like Zoom, [Link], Google Meet ,Flip Video, Telegram, Adobe Express,
WhatsApp, Google Workspace and Microsoft 365.
From those platforms, Microsoft 365 and Google Workspace are most suitable for multiple students to
work on the same document; they have simplicity and ease of accessibility and also incorporate
multimedia elements, such as images and videos, to make your presentations more engaging and
interactive; however, Adobe Express has free access for collaboration in presentations, infographics,
graphics, and other creative spaces.
Based on the Flip-video discussion, I am confident I will modify my teaching methodology and reconsider
all the lessons I learned from Module 3 on the lesson of video discussion (Flip-Video) for my students.
For example, I will use students’ interaction in an audiovisual lecture to share their skills or knowledge,
and I will also use video to post my skills, knowledge, and experience for my colleagues and students.
Module 5 final reflection prompts 5 of 5
Problem-solution in creating slides, videos, and/or screencasts: From the lesson of problem
solution, I learned that creating effective videos or screencasts is very valuable for online
learners. Based on this fact, video creation can begin by demonstrating experiments or
explaining scientific concepts on a computer using screen recording software such as OBS
Studio, Camtasia, or Screencast-O-Matic and zooming to capture the screen activities along with
audio narration. When I read about creating effective videos or screencasts, I consider following
the following seven steps: preparing a script or outline, recording voice, using visuals,
incorporating images, uploading videos, editing and refining, and sharing lectures.
Problem-solution in technology to support learning: In this lesson, I learned that the lack of
availability of adequate technological material to support learning could hinder myself and my
colleagues from using e-learning effectively.
Problem-solution in labs and research: From this lesson, I learned that I need to be an expert
in labs and research. Based on the questions asked in Module 0, I am reconsidering the way I
follow in lab and research. For example, I will develop my practical skills using scientific
instruments accurately and safely, making observations, taking measurements, and performing
well-defined scientific procedures.
ACTION PLAN REFLECTION 2
Prompt 4 of 1
I will use Whats App as a learning instrument in the coming semester of 2025.
Prompt 4 of 2
As we know, WhatsApp is a free cross-platform messaging service for users; thereby, it lets
users of iPhone and Android smartphones and Mac and Windows PCs call and exchange text,
photo, audio, and video messages with others across the globe for free, regardless of the
recipient's device. Based on this, I will use WhatsApp as a learning tool for my students in the
coming second semester (i.e., from January to June 2025).
In the time duration from January 1 to January 20, I will provide my course, public finance
syllabus, teaching handout, supportive resources, and links to browsing resources. At the end of
January (last week, 21-23/01/2025), I will set up and give training and hilts on the use of
WhatsApp applications for my online students for three consecutive days in my institution
(Adigrat University) and, then after different materials such as public finance syllabi, teaching
materials, and other supportive resources and links to browsing resources, as well as program of
class beginning and ending (25/01/2025-05/06/2025), assessment types and lists of assessments
with schedules’, instructions for each chapter and assessments will be uploaded for my students.
If there are unskilled and untrained students on the use of WhatsApp, after one week of class
beginning (trial class), second round training will be given to the students from 10-12/02/2025
by the course instructor for online learning. Soon after conducting the second round of training,
normal classes will start on 13/02/2025, and class ends and final assessments will be held on
June 05, 2025, and June 06, 2025 the final exam result and cumulative grade will be shown to
the students.
To improve online learning practices for my students in the future and to accomplish the course
regularly, I will receive feedback and suggestions from students, and I will also check their
graded results in each chapter through the given different assessments; on the basis of these
feedbacks, I will adjust my teaching approach and perform different mechanisms for the future.
Prompt 4 of 3
I will create a video lecture for my students in the coming year (from June 10, 2025, to July 10,
2025).
Prompt 4 of 4
Currently, teaching students using video lectures is a valuable tool worldwide; however, it needs
mastery of the technologies on how to use them by the trainer and by the trainee. As a result,
self-study by the instructor to master these video lecture technologies will be scheduled from
June 10, 2025, to September 30, 2025. In this study of time duration, relevant materials,
particularly video lecture sessions, will be read, and online training video lectures will also be
attended.
From October 1, 2025, to December 28, 2025, I will be performing a practice trial on teaching
using video lecture technologies, and through practicing and testing the trial, I will select and a
make sure of the appropriate tools for recording software, video editing software, a good -quality
microphone, digital platforms of hosting (video resources), and the background or environment
for recording the video. Herewith, after checking and selecting the appropriate video record type
and way, the final edited script for the ,video record will be accomplished from January 1, 2026
to March 1, 2026, and the last video lecture recording will still be performed on March 10, 2026.
From March 11-20, 2026, I will upload different video lectures and other supportive resources on
the subject matter for my students. To improve the video lecture and wash up the academics of
online learners for the future, collecting feedback and constructive comments will be performed
from March 22 to 25, 2026, to adjust and reshape my procedure.
Staff comments
I suggest you take our next course, "How to Build in Open edX." It will help you reach your goals.
Module 5 final reflection prompts 5 of 4
Hello students, my name is Redae Alem Teklehaimanot I have a BSc degree in Construction
Technology and Management and MSc degree in Construction Technology and Management (in
progress), I am working as a assistance lecturer in the Adigrat University College of Engineering
and technology Department of Construction Technology and Management and I will give you
construction planning and scheduling course (course code: CoTM – 4221). I am happy with
created new technology throughout the world. Student-to-students interaction or two way of
communication is good because things will make easy to understand and to do with a short
period of time. In now day, the period is changed from manual to digital because we student as
the students and we should use it properly. Especially, students of today to develop their
knowledge they should use product of technology to be capable of various skills for themselves
and their country. Introducing technologies such as this padlet we use, whatsapp, google meet,
telegram and others in our teaching and learning process should a mandate, because this is very
essential to develop student-to-students interaction.
In this course, you will have achieved clarifying the nature and scope of planning and
scheduling, identifying project planning, describing project scheduling techniques, differentiate
resource allocating, resource aggregating and resource leveling, identifying crashing duration
and crashed cost from normal duration and normal cost, differentiate scheduling techniques i.e.
CPM, PERT and PDM you should also identify which scheduling technique is more applicable
in construction projects.