Microsoft 62-193 Exam Syllabus Topics:
| Topic | Details |
|---|---|
Facilitate Student Collaboration | |
| Determine the level to which a learning activity meets the rubric for collaboration | - prepare activities that enable students to work together, have a shared responsibility for deliverables, make decisions that are substantive and crucial to learning activity success, and work interdependently. - analyze, evaluate, design, and manage the learning environment to facilitate student collaboration, given a set of resources available in a classroom. - virtual environment; physical environment; software tools available. |
Facilitate Skilled Communication | |
| Modify a learning activity to meet the rubric for the highest level of skilled communication | - prepare activities that enable students to create product deliverables that convey a set of connected ideas, are multimodal, require supporting evidence, and are designed for a specific audience. |
| Evaluate student product examples to determine the level to which they meet the skilled communication rubric | - evaluate student product examples on the use of connected ideas, multimodal approach, supporting evidence, and design for a specific audience. |
Facilitate Knowledge Construction | |
| Determine the level to which a learning activity meets the knowledge construction rubric | - prepare interdisciplinary activities that enable students to apply knowledge in a new context |
| Transform a didactic learning situation into an activity that requires students to apply knowledge in a new context that facilitates interdisciplinary learning | - prepare activities that enable students to spend their time and effort developing knowledge that is new to them and participate in interdisciplinary learning activities. |
Facilitate Self-Regulation | |
| Determine the level to which a learning activity meets the rubric for self-regulation | - prepare long-term activities that enable students to plan their own work and revise work based on feedback. |
| Determine which opportunities facilitate an environment of self-regulation | - provide students with opportunities to set their learning goals, decide on the best strategies to achieve these goals, and monitor to see if these strategies are working. |
Facilitate Real World Problem Solving and Innovation | |
| Determine the level to which a learning activity meets the rubric for real world problem solving | - prepare activities that enable students to develop a solution to a problem that is new to them, complete a task that they have not been instructed how to do, or design a complex product that meets a set of requirements. |
| Select a strategy to encourage students to problem-solve, innovate, and apply a solution that benefits others in the real world | - develop learning objectives that involve real-world issues. |
Facilitate Student use of Information and Communication Tools (ICT) | |
| Determine the level to which a learning activity meets the rubric for use of ICT learning | - prepare activities that enable students’ use of ICT to support knowledge construction; address the needs of diverse learners. |
| Fulfill student learning outcomes by using Microsoft technology tools | - identify the skills required to implement the resources. |
| Select the best ICT resource to help resolve or manage the logistical challenges of reaching the desired educational outcome | - Lab configuration issues; shared computers; BYOD. |
Use ICT to be an Effective Educator | |
| Determine which ICT resource supports a specified educational outcome | - evaluate a learning activity; rate the appropriateness of specific ICT resources; address the diverse needs of all learners. |
| Determine the appropriate pedagogical approach to meet an educational outcome using ICT resources | - planned vs. unplanned situations; appropriate performances of understanding; different learning styles. |
| Select an appropriate ICT resource to reach a professional development goal | - improve productivity; time management skills. |
| Evaluate responses to a scenario involving Digital Citizenship | - internet safety; security issues; cyber-bullying; digital footprint; privacy issues; communication forums; acceptable use. |
Reference: https://www.microsoft.com/en-pk/learning/exam-62-193.aspx
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The Microsoft 62-193 exam covers a wide range of topics, which are as follows:
- Facilitating Student Collaboration
The skills measured within this domain include determining the level at which rubric and learning activities meet for overall collaboration. The students should have knowledge of preparing activities, which enable them to work together and share their responsibility for deliverables, work interdependently, and make the decisions that are crucial and substantive to the success of the learning activity. The candidates also need to demonstrate their skills in designing, analyzing, managing, and evaluating the learning environments, as well as be able to facilitate collaboration with a specific set of available resources in a classroom. It is also required to have knowledge of the physical environment, virtual environment, and available software tools.
- Facilitating Real-World Problem Solving & Innovation
This area revolves around determining the level at which a given learning activity can meet the rubric in order to solve the real-world problems. You should also know how to select a strategy that will encourage the students to solve the real-world problems and innovate and apply solutions that benefit others. The learners must be able to come up with learning objectives, which involve real-world issues and also prepare activities, which let the students develop the best solution to a new problem.
- Facilitating Student Use of Information & Communication Tools
This topic is based on determining the level at which a specific learning activity will meet the rubric for utilization of Information and Communication Tools. It is also about the knowledge of using the Microsoft technology tools in fulfilling the student learning outcomes, as well as selecting the best Information and Communication Tools resource to help manage or resolve the logical challenges in order to achieve the desired learning outcome.
- Facilitating Knowledge Construction
This section is all about the definition and decision of which level you should meet the knowledge construction rubric. This skill area is all about the preparation of interdisciplinary activities that enable the students to apply their knowledge in the new context. The questions aligned to this topic also test their skills in transforming a moral learning situation into a given activity required for them to utilize their knowledge in a new context, which facilitates interdisciplinary learning. As a candidate, you should be able to prepare activities that enable the individuals to spend their effort and time developing new knowledge in interdisciplinary learning activities.
- Facilitating Self-Regulation
This objective covers two main skills, which are related to the determination of the level whereby a given learning activity will meet the public especially for self-regulation and determination of the opportunities that facilitate the environment for self-regulation. The test takers also need to have the skills in deciding on the best strategies that the students can use to achieve their goals, providing them with the opportunities to set their goals, and much more.
- Using Information & Communication Tools in Order to Be an Effective Educator
This domain tests the candidates’ ability to determine the most appropriate pedagogical approach in order to meet a specified educational outcome utilizing the ICT resources. You should be able to evaluate the responses to a given scenario that is involving Digital Citizenship and know which ICT resource supports a specified educational outcome.
- Facilitating Skilled Communication
In the framework of this subject area, the applicants demonstrate their skills in modifying learning activities to meet the rubric, especially for the communication skill level. They must be able to design activities, which enable them to create the products that are deliverables and can convey a given set of connected ideas, require supporting evidence, are multimodal, and are also designed for the specific audience. The examinees are also tested on their knowledge of evaluating the product examples to find out the exact level to which they are meeting the skilled communication rubric. Precisely, the individuals must be able to assess these product examples on the general use of multimodal approach, connected ideas, supporting evidence, as well as design for a given audience.
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