Writing A Paper On Procuring A New Learning Management System (LMS) For Online Education Or Training Needs.

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Assignment 1: Front-End Needs Analysis

Due Week 3 and worth 160 points

Imagine that you work for an educational organization or a training department for an organization (e.g., K12, higher education, corporate training, military, or non-profit). Your organization is procuring a new Learning Management System (LMS) for online education or training needs.

Note: You may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used. You may also create and / or make all necessary assumptions needed for the completion of these assignments.

The following resources may help you with this assignment:

· Article titled “LMS Needs Analysis – Questions To Ask When Reviewing Systems”, located at  http://www.funderstanding.com/educators/lms-needs-analysis-questions-to-ask-when-reviewing-systems/

· Article titled “Resources for Procuring the ‘Right’ Learning Management System”, located at  https://www.opm.gov/policy-data-oversight/training-and-development/reference-materials/procuring_lms.pdf

Write a four to six (5-7) page paper in which you:

1. Describe your organization and explain what kind of education / training it provides.

2. Explain the current systems and processes used for education / training in your organization.

3. Identify the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Specify each stakeholder’s role for the LMS.

4. Determine at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Justify your response.

5. Prioritize and classify the needs that you determined in Question 3 in order to select the right LMS for your organization. Justify your response.

6. Suggest a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Provide a rationale for your suggestion.

7. Provide at least two (4) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.

8. Format your assignment according to the following formatting requirements:

a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

b. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.

c. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

· Analyze an organization’s learning needs and rationale for selecting a Learning Management System (LMS).

· Differentiate between proprietary and open-access LMS.

· Use technology and information resources to research issues in technology tools to manage learning.

· Write clearly and concisely about issues in technology tools to manage learning using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

Points: 160 Assignment 1: Front-End Needs Analysis
Criteria Unacceptable

Below 70% F

 Fair

70-79% C

 Proficient

80-89% B

 Exemplary

90-100% A
1. Describe your organization and explain what kind of education / training it provides.

Weight: 10%

 Did not submit or incompletely described your organization; did not submit or incompletely explained what kind of education / training it provides. Partially described your organization; partially explained what kind of education / training it provides. Satisfactorily described your organization; satisfactorily explained what kind of education / training it provides. Thoroughly described your organization; thoroughly explained what kind of education / training it provides.
2. Explain the current systems and processes used for education / training in your organization. Weight: 10% Did not submit or incompletely explained the current systems and processes used for education / training in your organization. Partially explained the current systems and processes used for education / training in your organization. Satisfactorily explained the current systems and processes used for education / training in your organization. Thoroughly explained the current systems and processes used for education / training in your organization.
3. Identify the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Specify each stakeholder’s role for the LMS.

Weight: 10%

 Did not submit or incompletely identified the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Did not submit or incompletely specified each stakeholder’s role for the LMS. Partially identified the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Partially specified each stakeholder’s role for the LMS. Satisfactorily identified the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Satisfactorily specified each stakeholder’s role for the LMS. Thoroughly identified the key internal administrative and educational stakeholders from your organization that will access and / or maintain the LMS. Thoroughly specified each stakeholder’s role for the LMS.
4. Determine at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Justify your response.

Weight: 15%

 Did not submit or incompletely determined at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Did not submit or incompletely justified your response. Partially determined at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Partially justified your response. Satisfactorily determined at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Satisfactorily justified your response. Thoroughly determined at least five (5) key specific needs of the organization that you foresee will benefit from an LMS based upon the stakeholders’ roles. Thoroughly justified your response.
5. Prioritize and classify the needs that you determined in Question 3 in order to select the right LMS for your organization. Justify your response.

Weight: 15%

 Did not submit or incompletely prioritized and classified the needs that you determined in Question 3 in order to select the right LMS for your organization. Did not submit or incompletely justified your response. Partially prioritized and classified the needs that you determined in Question 3 in order to select the right LMS for your organization. Partially justified your response. Satisfactorily prioritized and classified the needs that you determined in Question 3 in order to select the right LMS for your organization. Satisfactorily justified your response. Thoroughly prioritized and classified the needs that you determined in Question 3 in order to select the right LMS for your organization. Thoroughly justified your response.
6. Suggest a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Provide a rationale for your suggestion.

Weight: 15%

 Did not submit or incompletely suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Did not submit or incompletely provided a rationale for your suggestion. Partially suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Partially provided a rationale for your suggestion. Satisfactorily suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Satisfactorily provided a rationale for your suggestion. Thoroughly suggested a strategy for assessing proprietary and open-access LMSs to correspond with the needs of your organization. Thoroughly provided a rationale for your suggestion.
7. Provide at least two (2) reliable, relevant, peer-reviewed references (no more than one [1] used previously), published within the last five (5) years that support the paper’s claims.

Weight: 5%

 No references provided Does not meet the required number of references; some or all references poor quality choices. Meets number of required references; most references high quality choices. Meets number of required references; all references high quality choices.
8. Writing Mechanics, Grammar, and Formatting

Weight: 5%

 Serious and persistent errors in grammar, spelling, punctuation, or formatting. Partially free of errors in grammar, spelling, punctuation, or formatting. Mostly free of errors in grammar, spelling, punctuation, or formatting. Error free or almost error free grammar, spelling, punctuation, or formatting.
9. Appropriate use of APA in-text citations and reference section

Weight: 5%

 Lack of in-text citations and / or lack of reference section. In-text citations and references are provided, but they are only partially formatted correctly in APA style. Most in-text citations and references are provided, and they are generally formatted correctly in APA style. In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.
10. Information Literacy / Integration of Sources

Weight: 5%

 Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations. Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing. Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing. Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.
11. Clarity and Coherence of Writing

Weight: 5%

 Information is confusing to the reader and fails to include reasons and evidence that logically support ideas. Information is partially clear with minimal reasons and evidence that logically support ideas. Information is mostly clear and generally supported with reasons and evidence that logically support ideas. Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.

How you will differentiate to meet the diverse needs of students.

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As an educator, it is important to develop the skills to write lesson plans that include state standards, effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs of all students.

For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for background information on your students to plan the lesson plan and summative assessment. The lesson plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning objectives.

Part 1: Lesson Plan

Use the “COE Lesson Plan Template” for your lesson plan. The lesson must include a variety of instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan should focus on:

  • Math and ELA state standards.
  • Instructional strategies that can be adapted to meet the needs of diverse students.
  • Technology that supports assessment practices.
  • Formative assessment.
  • Differentiation activity for students identified as below grade-level.
  • Differentiated activity using critical thinking for students identified as above grade-level

Part 2: Summative Assessment

In connection with this lesson plan, you will create a summative assessment that is directly aligned to state standards and highlights how you will use assessment to modify and strengthen instruction to promote the continuous intellectual, social, emotional, and physical development of students.

Your summative assessment must be aligned to the standards in the lesson plan and include:

  • Description of a summative assessment, which includes specific directions for students.
  • Three short-answer response items.
  • 10 multiple-choice questions.
  • One restricted response essay question that clearly identifies the task(s) to be performed.
  • How you will differentiate to meet the diverse needs of students.

Part 3: Rationale

In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative and summative, included in your lesson plan and summative assessment. How do your chosen assessments contribute to the development of students? How does your summative assessment work to meet the various learning needs of the students in the “Class Profile”?

Class Profile

 

Student Name English Language Learner Socio-economic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

© 2017. Grand Canyon University. All Rights Reserved.

Professor Speedstar

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Instructions

In this Assignment you are working with the same patient from the previous unit.

Background information: Imagine that you are working as a nutrition assistant under the supervision of an RD at a privately owned nutrition consulting business. A local physician in the area has referred a patient to your company, and the supervising RD asks you to perform a preliminary nutrition assessment on the patient based on the referral information and medical chart information. The patient is a 55-year-old male.

Ht: 6 ft.

Wt: 235 lbs.

Medical history: mild hypercholesterolemia (on Zocor), hypertension (on Toprol). Both are under control with the medications.

New Diagnosis: GERD

Referral notes: Patient has been placed on a common Proton-pump inhibitor (PPI) for management of GERD. Further outpatient nutrition consulting and assessment is requested by the primary care physician. The doctor prescribed the medication and expects that the patient will need to be on this medication for the long term management of GERD. The patient is complaining of tiredness, recent depression, some odd numb/tingling in the toe area of the foot, and also thinks that he has gotten sick a lot more since his PPI (proton pump inhibitor) medication dosage has been increased.

In the previous unit, you assessed the patient’s risk for drug-related nutrient deficiencies. Now, imagine that the supervising dietitian has asked you to design a nutrition intervention and management protocol that will address the patient’s nutrition issues as well as the underlying nutritional status that may be contributing to the overall need for the patient to be on the anti-GERD medication.

Develop a protocol that includes:

  1. Include the patient’s weight status and overall clinical background/medical history (calculate BMI and associated weight category).
  2. Review his medical history and clinical symptoms and discuss the possible reasons why he is requiring such high doses of the anti-GERD medication.
  3. Include a summary of the patient’s nutrition-related problems and possible nutrient deficiencies. Please include references to support your ideas.
  4. Design and develop a 2-day meal plan for this patient that will address the possible nutrient deficiencies (you may recommend separate dietary supplements if you feel that is necessary). Include a complete nutrient analysis summary chart or table that includes the total calories, all three macro-nutrients, and the vitamins/minerals that are of concern for this patient.
  5. Can this new dietary management protocol help in the management of GERD? Describe the overall goals for the patient?  Describe which dietary habits will be altered; due to their possible or known roles in acting as a trigger for acid-reflux symptoms.  How may these dietary changes help reduce the need for high doses of PPI (include references here)?
  6. How does this 2-day diet plan meet the patient’s needs? How will it help in the management and improvement of the possible nutrient deficiencies?

Requirements

  • Include your answers to the above assigned questions in a 3-page essay. (The 2-day dietary plan can count as one of the page length requirements).  Please use at least two references. APA format is required.

EDUCATION & COMPUTER

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Answer each question. The respond should be paragraphs. Each answer should be more than 250 wards. Except Question 8 – The Twittersphere no more than 140 characters. Remember watch the video first, then answer the question. NO OUTSIDE RESOURCE!

 

1. Watch video https://www.youtube.com/watch?v=PcZg51Il9no

Dear Education & Computer Students:

Most likely, you have seen this video. While it’s a few years old, the video still brings up some very valid questions like the one you’re left with at the end – “What does it all mean?” Educationally speaking, what does this mean for today’s students, educators, parents?

 

2. Facebook & The Classroom

Dear Students:

In this discussion, we’re going to briefly cover why Facebook and some other similar alternatives. Many educators today are already using Facebook in their classrooms to engage students in their work. At the college level, this is relatively common, but what about at the K-12 level?

Watch the following video below about schools in the UK utilizing Facebook in the classroom: watch video https://www.youtube.com/watch?v=Xrpx7qr6Ftc

In addition to watching the above video, take a look at the following article, “5 Best Practices for Educators on Facebook” (https://mashable.com/2011/12/05/educators-on-facebook/#gOG7DquVzgq8) about ways to engage students using Facebook.   In your response below:

· Specific to the K-12 setting, how could you see Facebook being used positively to engage students and promote student learning?

· Specific to the K-12 setting, what disadvantage do you see about using Facebook?

· If given the chance to use Facebook in your future classroom, would you take the risk to use Facebook?  If so, under what conditions.  If not, why?

 

 

3. Google Apps for Education (GAFE)

Dear Students:

As you are probably aware, Rutgers, like many other academic institutions K-16, has embraced Google Apps for Education (GAFE) as an accepted practice of instruction for both professors and students. In late 2016, Google Apps for Education has now become G Suite for Education. Please watch the following video below about some of the apps included in G Suite:

When finished, please share your experience with using some of these apps as a student:

· What app did you use or were instructed to use? Was using the app effective? If so, why? If not, why?

· As a future educator, what’s one way you can see utilizing one of these tools in your future classroom?

 

 

 

4. Khan Academy

Dear Students,

As you will see in Unit 2 of this course, I utilize a program called Jing to help me create and share video tutorials with my students.  While educators are quickly picking up on the possibilities with using Jing, there are many “out there” who utilize the program for day-to-day needs including giving directions, locating information on a website for a friend, etc. This concept of integrating video tutorials into the classroom is becoming more and more popular. For this discussion, please watch this 15 minute video on https://www.youtube.com/watch?v=zxJgPHM5NYI&feature=youtu.be

from CBS’s 20/20. MIT and Harvard graduate Sal Khan, in attempting to help his teenage niece with Algebra, started a video tutorial sensation that has transformed the way educators, students, parents and the community look at education.

Questions to Consider:

What are your thoughts on Khan Academy? The “Flipped Classroom?”

Have you ever watched one of the videos? (www.khanacademy.org)

Do you believe that their mission truly provides “A free word-class education for anyone, anywhere?”

What are the implications for students, parents, educators?

 

5. No Choice?

Dear Students: Digital natives are students who were brought up during the age of digital technology and are familiar with the Internet, mobile devices, computers from birth. Watch the video below and respond to the following: How do you feel about this perspective on the classroom of the future? Do you think gamified learning would get students excited about school? What role do you think teachers would play in a tech-fuelled classroom? Share below!

Watch video: https://www.youtube.com/watch?v=uZ73ZsBkcus

 

6.Pinterest

Dear Education & Computer Students:

In this discussion, we’ll explore how educators can integrate Pinterest into their classroom to effectively engage today’s 21st century learners. After watching this video, what are your thoughts about using Pinterest to engage students? After posting your initial reaction, please respond an additional three times to other classmates.

Watch video: https://www.youtube.com/watch?time_continue=4&v=x6V0MYDIZoY

 

7. Smart Phones, Apps & Students

Dear Ed Tech Students,

For this discussion, take a look at this short clip from “The Simpsons” which will sure to make you laugh out loud.

How is this clip, if at all, representative of what teachers AND students face in regards to technology in their traditional classroom experiences today? What part stood out to you? What issues do educators/students/parents need to address, if any, for this scenario to be successful?

Watch video: https://www.youtube.com/watch?v=d1C9jDXSr3I

 

8. The Twittersphere (no more than 140 characters)

Dear Students:

Sometimes — we just need to laugh. Take a look at the video below, laugh, and share your feelings regarding Twitter. Is this video, and Twitter, still relevant today and valuable for integrating into the classroom? Please post your initial response and replies with no more than 140 characters (Twitter increased the character limit to 280 in recent years), but let’s try to stick with the original 140 characters for your initial response and replies.

Watch video: https://www.youtube.com/watch?v=Xo8IfYFyLgQ

 

9. What Do You Remember?

Watch this trailer for “School of Rock.” https://www.youtube.com/watch?v=XCwy6lW5Ixc Did you ever have a teacher like this — fun, exciting, always telling stories, but never really teaching what he or she was supposed to? What happened? What was your experience like? Is this the type of teacher that students remember?

 

10. What is a Lesson Plan?

Dear Students,

In Unit 2 of this course, we’re first going to learn how to write a lesson plan. However, before we get into that, let’s have a dialogue about the type of “planner” that you are in life. In your response, please answer the following questions below and then reply to three other classmates:

Are you the type that is spontaneous in life; one who doesn’t require a script and can do things on the fly…?

OR…

Are are you the type that needs a solid plan, detailed instructions to proceed…?

Which “type” of person do you think would make a better teacher?

Which “type” of teacher do you think students “enjoy” more?