Learning Theories and Model Analysis
Learning Theory and Design Model Analysis Assignment
100 Points
Objectives and Alignment:
1. Students will identify learning theories applicable to adult education.
2. Students will identify design models applicable to adult education.
3. Students will analyze instruction for learning theories and aspects of design models.
4. Students will recommend changes to instruction based on adult learning theories and design models.
These assignment objectives align with Course Objectives B and C as described in the syllabus.
Purpose:
The purpose of this assignment is for you to think critically about learning theories and design models and how to identify and apply them. By doing so, you will not only better understand the relationship between theory and practice, but also be able to create sound instruction for your own learners.
Assignment:
To accomplish this, you will need to analyze this Module (Module 3: Teaching Adults) and evaluate it based on what you have learned about learning theories and design models. You will need to identify what learning theories and design models you see at work (can be multiple) and provide examples to bolster your arguments. You will then need to make recommendations for changes to this module based on the learning theories and design models we have studied. Use the literature to show gaps in the instruction and provide specific recommendations as to how to make changes. Finally, you will need to reflect on this process of analyzing and evaluating instruction based on learning theories and models. As you write your reflection, in addition to your own take aways also be sure to consider the following: What do the study of learning theories and models tell you about your own learning experiences? How did this assignment impact your view on the construction of instruction? How will you use these theories and models in the future? What potential concerns or obstacles could there potentially be in application? Do you think more than one learning theory and/or model can be used in a course, lesson, etc. at a time? Connect your reflection to our readings or outside scholarly or trade publications; please be sure to do so using APA Style Manual, 7th Edition. Use one-inch margins, double-spaced, and Times New Roman font, 12-point. Be sure to use section headings within your paper. This will help break up the paper. Let me know if you have any questions.
The assignment deliverable should include the following:
· Analysis and Evaluation of Instruction
· Recommendations for Changes
· Reflection
· Reference Page
Notes: For the recommendations, I DO NOT expect you to design assignments and rubrics, tests, quizzes, find readings, etc. We are talking very generally about the design of instruction. This will be a very personal assignment as no one’s will look exactly alike.
Deliverable:
Learning Theory and Design Model Analysis Assignment Paper via the Blackboard Assignment tool which the paper described above.
Grading:
Please use the following rubric for this assignment(s).
|
Components for the Assignment |
Does Not Meet Expectations |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
|
Identification of learning theories used in Module 3. (15%) |
A learning theory is not adequately identified and no evidence is given to support the claim of the use of theory. |
One learning theory is identified as being currently used in Module 3, but it is not clear as to how it is being used and what evidence there is to support the claim. |
One learning theory is identified as being currently used in Module 3. Analysis clearly points to specific examples to illustrate claims. |
More than one learning theory is identified as being currently used in Module 3. Analysis clearly points to specific examples to illustrate claims. |
|
Identification of design models used in Module 3. (15%) |
A design model is not adequately identified and no evidence is given to support the claim of the use of the model. |
One design model is identified as being currently used in Module 3, but it is not clear as to how it is being used and what evidence there is to support the claim. |
One design model is identified as being currently used in Module 3. Analysis clearly points to specific examples to illustrate claims. |
More than one design model is identified as being currently used in Module 3. Analysis clearly points to specific examples to illustrate claims. |
|
Recommendations for improvement in Module 3 based on learning theories. (20%) |
One or no recommendations are provided to improve Module 3 based on learning theories. It is unclear as to how the recommendations connect to different aspects of learning theories. Recommendations may not be feasible or may not take into account the instructional goals. |
Two recommendations are provided to improve Module 3 based on learning theories. The recommendations connect to different aspects of one or more learning theories and are explained, but could be more clear and substantive. Recommendations are feasible, but may not take into account the instructional goals. |
Three recommendations are provided to improve Module 3 based on learning theories. The recommendations clearly connect to different aspects of one or more learning theories and are well explained. Recommendations are feasible given the instructional goals. |
More than three recommendations are provided to improve Module 3 based on learning theories. The recommendations clearly connected to different aspects of one or more learning theories and are well explained. Recommendations are feasible given the instructional goals. |
|
Recommendations for improvement in Module 3 based on design models. (20%) |
One or no recommendations are provided to improve Module 3 based on design models. It is unclear as to how the recommendations connect to different aspects of design models. Recommendations may not be feasible or may not take into account the instructional goals. |
Two recommendations are provided to improve Module 3 based on design models. The recommendations connect to different aspects of one or more design models and are explained, but could be more clear and substantive. Recommendations are feasible, but may not take into account the instructional goals. |
Three recommendations are provided to improve Module 3 based on design models. The recommendations clearly connect to different aspects of one or more design models and are well explained. Recommendations are feasible given the instructional goals. |
More than three recommendations are provided to improve Module 3 based on design models. The recommendations clearly connected to different aspects of one or more design models and are well explained. Recommendations are feasible given the instructional goals. |
|
Reflection (15%) |
Few questions are explained in the reflection and could use additional detail. Personal experience may not be provided, or may be under-explained. Potential application to future practice may not be provided. |
Most questions are explained in the reflection, but could use additional detail. Personal experience is provided but briefly and without detail. Potential application to future practice may not be provided.. |
Most questions are thoroughly explained in the reflection. Personal experience is also carefully articulated. Potential application to future practice is provided. |
All questions are thoroughly explained in the reflection. Personal experience is also carefully articulated. Potential application to future practice is provided. |
|
Formatting (10%) |
Paper does not have one-inch margins OR is not double-spaced OR does not use Times New Roman OR is not 12-point font. Citations and References are not in APA Style |
Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font. Citations and References NOT in APA Style. |
Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font. Citations and References in APA Style. Section headings are used. |
Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font. Citations in APA Style. APA style title page is included. Page headers and numbers are correct APA style. Appropriate APA style section headings are used. |
|
Grammar, spelling, syntax, etc. (5%) |
Five or more errors. |
Three or Four errors |
One or Two errors. |
No errors. |
Resources:
APA Style Formatting
Use the actual APA Style Reference Manual. These sources are only to be used as support. Refer to the book you purchased for the class as the ultimate resource.
Purdue’s Online Writing Lab APA Formatting Site - http://owl.english.purdue.edu/owl/resource/560/01/
APA’s Office Site - http://www.apastyle.org/
Easy Bib’s Site for APA Formatting - http://www.easybib.com/guides/students/writing-guide/iv-write/a-formatting/apa-paper-formatting/
Grammar Reference
Education First’s Grammar Site - http://www.ef.com/english-resources/english-grammar/
Writing Learning Objectives
WKU’s Learning Objectives Tutorial - https://www.wku.edu/ste/objectives/index.php
Adapted from Dr. John Curry, Idaho State University