Higher Education Project prt 2
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” (direct quotes need page numbers) The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016). Avoid using same reference back to back. The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Good start but more references would have been helpful. Try to use Section headings
Walden University M.S. in Instructional Design and Technology
Formative Evaluative Criteria for Application and Reflection Assignments
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Quality of Work Submitted Work reflects graduate-level critical, analytical thinking. |
A: Exemplary Work A = 4.00; A- = 3.75 All of the previous, in addition to the following: |
B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following: |
C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 |
F: Work Submitted but Unacceptable F = 1.00 |
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Assimilation and Synthesis of Ideas The extent to which the work reflects the student’s ability to- 1. Understand the assignment’s purpose; 2. Apply presented strategies 3. Understand and apply readings, discussions, and course materials. *When referencing web-based sources, an active hyperlink to the original source must be included (if applicable). |
Demonstrates the ability intellectually to explore and/or implement key instructional concepts. Demonstrates insightful reflection and/or critical thinking, as well as creativity and originality of ideas. Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to required readings and course materials. * May include, but are not limited to, scholarly articles, web-based information, etc. |
Demonstrates a clear understanding of the assignment’s purpose. Provides careful consideration of key instructional concepts. Includes specific information from required readings or course materials to support major points.
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Shows some degree of understanding of the assignment’s purpose. Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped Minimally includes specific information from required readings or course materials. |
Shows a lack of understanding of the assignment’s purpose. Does not apply theories, concepts, and/or strategies Does not include specific information from creditable sources.
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Adherence to Assignment Expectations The extent to which work meets the assigned criteria and integrates technology appropriately. |
Assignment meets all expectations, integrating exemplary material and/or information. Assignment demonstrates exceptional breadth and depth.
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All parts of the assignment are completed, with fully developed topics. The work is presented in a thorough and detailed manner. Assignment demonstrates appropriate breadth and depth. Assignment integrates technology appropriately. |
Most parts of assignment are completed. Topics are not fully developed. Assignment Some elements of technology are included. |
Does not fulfill the expectations of the assignment. Key components are not included Assignment lacks breadth and depth. No technology integrated or integration method is inappropriate for application. |
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Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented using Standard Edited English ( i.e. correct grammar, mechanics). When referencing web-based sources, an active hyperlink to the original source must be included. Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources. *APA formatting guidelines need only be followed if applicable to assignment.
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Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions. Effective sentence variety; clear, concise, and powerful expression are evident. Work is written in Standard Edited English. No prominent errors interfere with reading. All web-based sources are credited through embedded links. Fair-use, copyright, licensing, and/or creative commons guidelines are followed. *Represents scholarly writing in a correct APA format.
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Ideas are clearly and concisely expressed. Elements of effective communication such as an introduction and conclusion are included. Work is written in Standard Edited English with few, if any, grammatical or mechanical errors. Few, if any, errors in crediting web-based sources. Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines. *Work is well organized with correct APA formatting throughout.
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Ideas are not clearly and concisely expressed. Elements of effective communication such as an introduction and conclusion are not included. Work contains more than a few grammatical, or mechanical errors. Some web-based sources are not credited. Some errors in following fair-use, copyright, licensing, and/or creative commons guidelines. *Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.
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Major points do not reflect appropriate elements of communication. No effort to express ideas clearly and concisely. Work is not written in Standard Edited English. Contains many grammatical or mechanical errors Web-based sources are not credited.. Fair-use, copyright, licensing, and/or creative commons guidelines are not followed. * The quality of writing and/or APA formatting are not acceptable for graduate level work.
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Final Assignment Grade |
A: Exemplary Work A = 4.00; A- = 3.75 |
B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 |
C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 |
F: Work Submitted but Unacceptable F = 1.00 |
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Last Updated: 7.14.09