Assignment 2: LASA 2—Action Research: Emerging Technology Mediated Lesson Plan Design 6 -7 PAGES
Assignment 2: LASA 2—Action Research: Emerging Technology Mediated Lesson Plan Design
Your institution is moving to an online, hybrid, and emerging web-based initiatives course delivery to compete with other institutions and programs on a national or even global level. The dean not only wants you to develop online, hybrid, and emerging web-based initiatives degree programs and courses but also wants you to set your institution's program apart from everyone else's. You are charged with developing novel course activities, assignments, and assessments that will make your program cutting edge and unique. The ultimate goal is to attract a new audience of students, enhance student learning, and increase student persistence or retention.
Of course, until the ultimate goal is reached, the resources (money) are limited. As we have learned in the class, there are new technological tools being developed on a daily basis to which access is free. In addition, you have learned the theory of learning to use technology by using technology.
The final project will be a report on the research process. The purpose of this assignment is to learn how to use technology in designing, conducting, and evaluating research.
Below are the components for this assignment:
•The Rapid Prototype
oRapid prototyping began in the 1980s as a computer-aided design process for creating plastic models or molds of physical objects. Today, rapid prototyping theory is used in much wider applications, including course design.
In our case, rapid prototyping is the design of a small-scale learning object in order to test and revise for large-scale use in future applications. The purpose of rapid prototyping is to build and test on a small scale to help save money and time.
•The Learning Object
oLearning objects, as discussed in the literature, have many definitions. For our purpose here, we will define the learning object as a digital or web-based resource used in the learning process. For instance, the online, hybrid, and emerging web-based initiatives course is a learning object. It contains many components, such as descriptive data and instructional content, in the form of text, graphics, and other media. It also contains metadata that may relate to other learning objects, such as prerequisites for other courses, authorship, copyright, etc.
The learning object will be a lesson plan for your course syllabus.
The process for the development of your learning object is as follows:
Assessing the Needs
Assess the outline of your course activities.
Select an activity that you would like to develop for your course using any technology that we have discussed in the course or that you have researched on your own. This may be a chat room, blog, wiki, video conference, etc.
Setting the Objectives
What should your audience learn from the lesson plan?
How does it relate to the course and program outcomes?
How will this lesson plan help students in their career or in real-life situations?
Designing or Constructing the Prototype
Create detailed instructions for the participants.
Determine how students will interact with the instructor and with one another.
Create an assessment tool to determine what the students have learned.
Implementation
In Module 5, you would have presented the prototype lesson plan to the class. Your classmates will participate in the lesson plan and provide feedback.
Evaluation
Use your assessment results to analyze what students have learned.
Use feedback from classmates to decide how to refine the lesson plan for further testing and implementation.
•The Report
The report is presented as a 6- to 7-page formal paper that uses professional writing and APA conventions. The report is divided into the following sections:
oIntroduction and overview of the project.
oDescription of the lesson plan, its purpose, and its relationship to the learning objectives and course outcomes.
oDescription of the audience involved in the prototype process, as follows:
Explain the rationale for the technology used in the delivery of the lesson plan.
Elicit the critical objectives of the lesson plan.
Determine the extent to which the participants reached the objectives.
Ascertain where and how the objectives were achieved.
oAnalysis of the information gathered from the assessments and participants' feedback.
oLogical conclusions drawn from the analysis are as follows:
In what ways was the lesson plan effective?
In what ways can the lesson plan be improved?
oRevisions that will be made to the lesson plan for future implementation and testing.
Finally, provide a strong argument with supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education.
See Attached Grading Rubric and LASA details.
E7520 Online, Hybrid, and Emerging Technologies LASA: Action Research | |||||||
Criteria | Unsatisfactory (1) | Emerging (2) | Proficient (3) | Exemplary (4) | Score | ||
Provide an introduction and overview of the Action Research Project. (PO: 1c; CF: 1)
| Fails to provide an introduction and/or an overview of the Action Research Project. | Provides a weak or incomplete introduction and/or overview of the Action Research Project. | Provides a complete introduction and overview of the Action Research Project. | Provides a clear, concise, logically organized introduction and overview of the Action Research Project. | WEIGHTED BY 3 Please Circle One 1 2 3 4 1<6
3=9-10 4=11-12 | ||
Provide a description of the lesson plan, its purpose, and its relationship to the learning objectives and course outcomes. (PO: 1c; CF: 1) | Fails to provide a description of the lesson plan, its purpose, and its relationship to the learning objectives and course outcomes. | Provides an incomplete description of the lesson plan, its purpose, and its relationship to the learning objectives and course outcomes. | Provides a complete description of the lesson plan, its purpose, and its relationship to the learning objectives and course outcomes. | Provides a clear, concise, logically organized description lesson plan, its purpose, and its relationship to the learning objectives and course outcomes. | WEIGHTED BY 3 Please Circle One 1 2 3 4
1<6 2=7-8 3=9-10 4=11-12 | ||
Provide a description of the audience involved in the action research. (PO: 1c; CF: 1) | Fails to provide a description of the audience involved in the action research. | Provides an incomplete description of the audience involved in the action research. | Provides a complete description of the audience involved in the action research. | Provides a clear, concise, logically organized description of the audience involved in the action research. | WEIGHTED BY 3 Please Circle One 1 2 3 4
1<6 2=7-8 3=9-10 4=11-12 | ||
Provide a rationale for the technology used in the delivery of the learning object that explains the objectives that the object was to elicit. (PO: 1c, 4a; CF: 1) | Fails to provide a rationale for the technology used in the delivery of the learning object that explains the objectives that the object was to elicit.
| Provides a weak or illogical rationale for the technology used in the delivery of the learning object that explains the objectives that the object was to elicit.
| Provides a logical rationale for the technology used in the delivery of the learning object that explains the objectives that the object was to elicit.
| Provides a well-organized and well supported rationale for the technology used in the delivery of the learning object that explains the objectives that the object was to elicit.
| WEIGHTED BY 5 Please Circle One 1 2 3 4
1<14 2=15-16 3=17-18 4=19-20 | ||
Provide an overview of the data collected as well as notes from feedback gathered from research participants. (PO:1c, 4a,c; CF: 1) | Fails to provide an overview of the data collected as well as notes from feedback gathered from research participants. | Provides an incomplete overview of the data collected as well as notes from feedback gathered from research participants. | Provides a complete overview of the data collected as well as notes from feedback gathered from research participants. | Provides a complete overview of the data collected as well as detailed notes and data gathered from research participants. | WEIGHTED BY 5 Please Circle One 1 2 3 4
1<14 2=15-16 3=17-18 4=19-20 | ||
Provide a logical and appropriate analysis of action research data. (PO:4a, b, c; CF: 1) | Fails to provide a logical and appropriate analysis of action research data.
| Provides an incoherent or incomplete analysis of action research data.
| Provides a coherent and appropriate analysis of action research data.
| Provides a sophisticated, logical, and insightful analysis of action research data. | WEIGHTED BY 5 Please Circle One 1 2 3 4
1<14 2=15-16 3=17-18 4=19-20 | ||
Provide logical conclusions drawn from the analysis of the data including the critical issues and the legal, ethical, policy, and social justice implications of those issues. (PO: 1c, 4a, b, c; CF: 1, 4)
| Fails to provide conclusions drawn from the analysis of the data and/or fails to identify the critical issues and describe the legal, ethical, policy, and social justice implications of those issues.
| Offers inappropriate conclusions not drawn from the analysis of the data and/or incorrectly identifies the critical issues and/or the legal, ethical, policy, and social justice implications of those issues.
| Provides appropriate conclusions clearly drawn from the analysis of the data and correctly identifies the critical issues and the legal, ethical, policy, and social justice implications of those issues.
| Offers clear, insightful, and well supported conclusions from the analysis of the data that logically lead to the critical issues, as well as a well-constructed examination and evaluation of the legal, ethical, policy, and social justice implications of those issues. | WEIGHTED BY 6 Please Circle One 1 2 3 4 1<17
2=18-20 3=21-22 4=23-24 | ||
Provide a strong rationale with supporting evidence for how the learning object can be revised and refined for actual use in an online/hybrid classroom. (PO: 1c, 4b; CF: 1, 2, 4) | Fails to provide a rationale and/or supporting evidence for how the learning object can be revised and refined for actual use in an online/hybrid classroom.
| Provides an incomplete rationale and/or weak supporting evidence for how the learning object can be revised and refined for actual use in an online/hybrid classroom.
| Provides a complete rationale with appropriate supporting evidence for how the learning object can be revised and refined for actual use in an online/hybrid classroom.
| Presents a well-organized, insightful, and well developed rationale with supporting evidence for how the learning object can be revised and refined for actual use in an online/hybrid classroom.
| WEIGHTED BY 6 Please Circle One 1 2 3 4 1<17
2=18-20 3=21-22 4=23-24 | ||
Provide a strong argument with supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education. (PO: 1a, b, c, 2, 4b; CF: 1, 2, 4) | Fails to provide a rationale and/or supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education. | Provides an incomplete rationale and/or weak supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education.
| Provides a complete rationale with appropriate supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education.
| Presents a well-organized, insightful, and well developed rationale with supporting evidence for how emerging technology can enhance the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement in higher education.
| WEIGHTED BY 6 Please Circle One 1 2 3 4 1<17
2=18-20 3=21-22 4=23-24 | ||
WRITING MECHANICS Spelling Grammar & Flow APA STYLE & FORMAT (CF 1, 2)
| Paper contains numerous errors in spelling, grammar, and/or sentence structure that make understanding the logic of the paper extremely difficult. APA Manual conventions are not followed consistently.
| Errors in spelling and grammar exist and present some issues related to understanding all elements of the paper. APA conventions are followed. However, some mistakes are evident. | The paper follows normal conventions of spelling and grammar throughout. Errors do not interfere significantly with comprehension. APA style, conventions, and format are used consistently throughout the paper. | The paper is error free in terms of mechanics. Transitions help establish a sound scholarly argument and aid the reader in following the writer’s logic. The paper is consistent with the APA Manual throughout with little to no errors and would meet the guidelines for a professional publication. | WEIGHTED BY 3 Please Circle One 1 2 3 4 1<6 2=7-8
3=9-10 4=11-12 | ||
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| Total: | /180 | ||
11 years ago
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