Assignment 4: Designing and Developing an e-Learning Course
This paper can be written like a course guide or course syllabus:
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I’m attaching a template of how the course guide should be written.
I’m attaching assignment 3: That’s where you will get you information for the Course Guide.
Quick note about Assignment four:
1. For assignment four, you can use much of the information you provided in assignment three of this course. (I don’t mind if you use information you use from EDU541 and EDU550 if you have taken those courses for this assignment either.)
2. The assignment has two parts; the first part is the paper, and I don’t mind if you create the paper in the form of a course syllabus or course guide! The second part is the creation of your course in course-site! I will be grading both.
User Name – Lrat528 Password – 2DJmasterl!
Assignment 4: Designing and Developing an e-Learning Course – Part 2
Due Week 8 and worth 200 points
Click here to access the CourseSites Tutorial Series.
Go to the Course sites Website and go through the tutorials to help familiarize yourself with Blackboard. Additional links and tutorials may be available in the course shell. You will use this Website to create your course. https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/getstarted.html
Scenario: In this assignment, you are required to design, develop, and implement a mini-online, six (6) week course, using the Course Management System (CMS), Blackboard. Proposed Course for Development Part 1.
Part A Course Content – Described
Create a Course Guide / Course Syllabus from assignment 3 in which you:
1. Name the course and provide an ID.
2. Provide a course description with three (3) goals and a welcoming announcement.
3. List one (1) or two (2) required instructional materials for the course and at least three (3) supplemental materials (in APA format), providing a rationale for each.
4. List three to five (3-5) learning outcomes for the first three (3) weeks of instruction.
5. Recommend three to four (3-4) instructional strategies to be used in the course, providing a rationale for each.
6. Design a weekly schedule for these first three (3) weeks that includes: (a) Topic(s) and (b) learning outcomes that are aligned with the topics.
7. Include in the weekly schedule (a) two (2) discussion questions for each of the three (3) weeks and (b) required activities.
8. List two (2) assignments: (a) a five (5) -question quiz and (b) a writing assignment.
Part B Blackboard Shell – Developed
Take the information from your course guide and create your Blackboard Shell
User Name – Lrat528 Password – 2DJmasterl!
11. Name the course (e.g., John Smith_Introduction to Social Science).
12. Provide Course ID (e.g., JohnSmith_ISS100).
13. Provide a course description with three (3) goals.
14. Provide a welcoming announcement on the Home Page in the course site you just created by clicking on the “more announcements” link at the bottom of box titled “My Announcement.”
15. Build three (3) content areas using the Content area in the main menu on the left side of the screen: (hover mouse over “+” > click on Content Area), naming the content areas: Week1 Content, Week 2 Content and Week 3 Content (Make sure you check the box “Available to users.”) .
16. Create one item in each content area that has an attached three to four (3-4) completed PowerPoints slides pertaining to the content of your mini-course.
17. List the one or two (1 or 2) required instructional materials and at least three (3) supplemental materials. Name this item “Instructional and Supplemental Materials.”
18. List three to five (3-5) learning outcomes for the first three (3) weeks of instruction. Name this item “Learning Outcomes: Weeks 1-3.”
19. Build a weekly schedule for these three (3) weeks that includes: (a) topic(s) and (b) learning outcomes that are aligned with these topics. Name this item “Weekly Schedule: Weeks 1-3.”
20. Create a Forum in the Discussions area and name it Week 1-3 Discussion.
21. Post two (2) discussion questions by creating a new thread for each question.
22. Create: (a) a five (5) question quiz and (b) a writing assignment in the Assessments link.
The specific course learning outcomes associated with this assignment are:
· Design an online learning experience.
· Plan the resources required to support an online learning experience.
· Use technology and information resources to research issues in theory and practice of e-Learning.
· Write clearly and concisely about theory and practice of e-Learning using proper writing mechanics.
Running Head: COURSE DEVELOPMENT 1
COURSE DEVELOPMENT 7
Larry Ratliff Jr
February 17, 2019
The process of developing a course requires some key factors to be considered so as to make delivery of the course a success. In this proposal, we discuss the development of a course for Environmental Conservation Strategies. First focus on the relevance of the course to the targeted learners, then we focus on the applicability of the concepts to be taught, the benefits of the course and lastly we will focus on the process of delivery of content including analysis of the learning process, its strengths, and weaknesses.
Conservation of the environment is a critical concept that determines many factors that affect our lives on this planet such as climate change, natural disasters, health and many more (Bennett, 2016). Therefore, every learner should be conversant with the strategies and measures that help in the conservation of the environment. In this course, the learners will be made to understand the importance of conserving the environment. For this objective to be achieved the following goals will be the target of the course:
· Educating the learners on the importance of a clean environment.
· Teaching the learner about the ecological footprint and how it affects life on earth.
· Encourage the use of environment-friendly products through group and individual projects.
The course is designed to target 5th, 6th, 7th and 8th-grade students. The target group includes learners aged between twelve years and sixteen years on average both boys and girls. All learning process will involve this mixed group, and no special selection is required in the teaching and learning process. This target group will be taught using class learning materials, online sources, projects, and class assignments.
The course will be administered to learners using classroom teachings, web-based learning materials, assignments and final evaluation at the termination of the learning process. The following sections will discuss the in-depth of the methods to be adopted for this course. Instructors should be keen on motivating learners. They should identify the special needs of individual group of students and work towards reaching a desired outcome.
In the past decade, the use of technology in teaching and learning has improved markedly. Online learning is common and even a more popular mode of learning now than before (Haßler et.al. 2016). To embrace these technological advancements, this course can be administered partially through online learning sites. The learning content will be provided by the teacher through the websites and progress of the learners will be monitored every week. Some of the expected challenges in the dispensation of this course through an online platform include:
· Lack of integrity in the online evaluation process.
· Difficulty in access to internet devices by some of the students can affect their learning process.
· Lack of motivation as the learner is using electronic devices as opposed to being in the classroom with other students.
The American Council of Education, advises that a successful online learning process can be achieved through the development of a learner-centered system of instruction that is mainly designed to meet the needs of an individual rather than the entire group of learners (Broadbent et.al. 2015). The first step in the creation of a learner-centered system involves the identification of the unique needs of individual learners. The unique need that must be analyzed before the commencement of an online course include;
1. Available resources – It may sound obvious, but it is a mandatory point that students of a web-based program must have access to the Internet and must have appropriate computer hardware and software to be successful in the web-based program
2. Computer skills – The learner must be conversant with the computer. They must be able to use electronic devices to receive, store, retrieve and send information. If this is not assessed and facilitated, the entire web-based learning will be jeopardized. Skills development can be tied to lesson development.
3. The desired outcomes – This will enable the teacher to tailor the course goals to fit the students’ needs. That way, the student will be active in the course activities.
4. Learning and teaching styles – This aspect helps the instructor to plan course activities that are in line with the student learning needs.
5. Previous learning experiences – The success of the technology-mediated learning process can be gauged by the outcomes of a previous web-based program in which the students took part in. This will help the teacher reorganize the course materials and know the best mode of delivery of content.
Spady (1994) spearheaded the development of learning outcomes by emphasizing that learning is manifested by a change in behavior which can only be analyzed as a measurable change in attitude, skills, and knowledge at the end of the learning process. This course aims at improving the learners’ perception of the environment. To guide the instructor and the learners on how to effectively achieve the learning objectives, a learning outcome has been developed.
We now look at the learning outcomes for this course. Successful learners will be able:
1. To explain the various processes that can lead to environmental degradation and how such activities affect the day to day lives of the people in the surrounding areas. By identifying these processes the learner will be able to appreciate the impacts of humn activities on the environment.
2. To describe how pollution affects the climate of the surrounding areas, such as in big cities. The learner will appreciate that industries are a single most important source of pollutants. By so doing, learners will be able to identify the various methods of dealing with pollution.
3. To describe the various common forms of pollution (water, air and soil pollution) that affect the environment. The learners will identify which aspect of the environment is most impacted and how to manage such conditions.
4. To analyze the new methods that are being employed in the effort to improve the environment. Learners will learn and apply the various techniques in that are aimed at reducing levels of pollution. The learners will be able to apply these practices at home and at school.
5. To explain how damage to the environment can lead to natural disasters and unwanted calamities. Learners will be able to give examples of how pollution has contributed in the occurrence of different disasters around the world and how these disasters can be overcome.
6. To explain how the use of biofuels in the operation of machines will help improve the environmental status. Learners will be able to explain the process that lead to emission of products of fossil fuel combustion and how it affects the environment with automobiles, industries, aircrafts and other emission sources.
Learning Theories in Practice
In the teaching of this course, several learning theories are to be used to ensure that the learners can grasp concepts, retain the content and apply them in a real-life situation. First, we focus on the learning theory of B.F Skinner called behaviorism. Learners will be regarded as being blank of knowledge about the environment. The instructor has the mandate to ensure that every learner gets the learning material and grasps every concept provided in the curriculum about Environmental education. The learner will be engaged in projects that improve the environment. Discussions can be used to emphasize the importance of the course to the learners. This learned content can be measured later by observation of a change in the learners’ behavior (Zlatkin-Troitschanskaia et.al. 2016).
The other theory that this course will apply is the cognitive approach. The instructor is required to give assignments involving environmental problems for the learners to solve. This approach will be used to improve learners thinking abilities. Also, the approach ensures that learners can apply the learned skills to real-life problems. Cognitivist theory guarantees that the learners not only gain information but also involve themselves in the solution finding process through critical thinking (Gordon et.al. 2016).
The above two processes may not be sufficient or appropriate for all learners. Therefore, a third theory has been put forward to cater to the needs of those learners who may have an insight into the environment and environmental conservation. This is constructivism. Such learners should be encouraged to seek more knowledge both by consulting their instructors through questions or by use of reference materials and the web. The learners should be allowed to participate in projects and be challenged to develop their strategies to improve the environment. Evaluation will be of importance to determine the process of learning.
Achieving Motivation for Learners
The instructor should make a point to reach out to every learner to ensure that their students are faring on well with learning. To motivate the students the instructor can do the following:
· Award the learners who actively participate in the learning process (Hidi, 2016).
· Know all the learners and address them individually.
· Use active learning materials that are fun to read and use.
· Provide a question and answer section for online material.
Bennett, N. J. (2016). Using perceptions as evidence to improve conservation and environmental management. Conservation Biology, 30(3), 582-592.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal design for learning: Theory and practice. CAST Professional Publishing.
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet uses in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156.
Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: Implications of neuroscientific research. Educational Psychology Review, 28(1), 61-93.
Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: Challenges and international perspectives.
Larry Ratliff Jr
February 17, 2019
Running Head: COURSE DEVELOPMENT 1
Larry Ratliff Jr
February 17, 2019