LEARNING ENVIRONMENTS - ELEMENT 2: Using
Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
Artifact: Class Facilitation PowerPoint
Description:
GDIT 709: Instructional Program Development, Fall 2014
The goal of this project was to share the development of curricular plans based on local, state, national, and international standards for the use of computers and other instructional technologies. The role of the facilitator was to demonstrate their mastery by incorporating diversity issues in their program development and implementation efforts. Once developed, the plan must contain staff development and training elements including an identification of resources, audience characteristics, and learner expectations.
Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
Artifact: Class Facilitation PowerPoint
Description:
GDIT 709: Instructional Program Development, Fall 2014
The goal of this project was to share the development of curricular plans based on local, state, national, and international standards for the use of computers and other instructional technologies. The role of the facilitator was to demonstrate their mastery by incorporating diversity issues in their program development and implementation efforts. Once developed, the plan must contain staff development and training elements including an identification of resources, audience characteristics, and learner expectations.
Reflection:
When making professional decisions in selecting and using the most appropriate resources and instructional methods, it is essential for the instructor to first think of the leaners and then decide which method of instruction will best meet their needs. Also, planning how you will assess your students will also ensure learning objectives and effective practices will be put in place. This can be done by asking the question, "What do I want my students to know at the end of the lesson/module? What type of assessment will best showcase the learners' understanding of the learning objectives of the lesson/module?". This particular PowerPoint presentation really helped to strengthen my skills in class facilitation and selecting a more professional presentation with adult learners in mind. Personally, I was able to take the feedback from the professor prior to the class facilitation, and apply it with questions to encourage learner-centered discussions and personal experiences. I was also able to receive feedback from my peers, and thus learn my flow of the presentation was a strength and the engaging activates were essential to promoting participant engagement. Providing an opportunity for critical feedback also the instructor to learn if indeed the resources and pedagogy used enable the students to be successful in meeting the objectives the instructor presented. Professionally, I grew in my knowledge of using appropriate technologies and digital resources with the learners' needs put first. The ARCS model was the design I chose to use for the presentation. According to John Keller's ARCS Model of Motivational Design (1988), there are four steps for sustaining motivation in the learning process: Attention, Relevance, Confidence (ARCS). Using this model allowed me to focus on the objectives I set forth, the outcome of the learners at the conclusion of the presentation, and the overall flow of the presentation.
When making professional decisions in selecting and using the most appropriate resources and instructional methods, it is essential for the instructor to first think of the leaners and then decide which method of instruction will best meet their needs. Also, planning how you will assess your students will also ensure learning objectives and effective practices will be put in place. This can be done by asking the question, "What do I want my students to know at the end of the lesson/module? What type of assessment will best showcase the learners' understanding of the learning objectives of the lesson/module?". This particular PowerPoint presentation really helped to strengthen my skills in class facilitation and selecting a more professional presentation with adult learners in mind. Personally, I was able to take the feedback from the professor prior to the class facilitation, and apply it with questions to encourage learner-centered discussions and personal experiences. I was also able to receive feedback from my peers, and thus learn my flow of the presentation was a strength and the engaging activates were essential to promoting participant engagement. Providing an opportunity for critical feedback also the instructor to learn if indeed the resources and pedagogy used enable the students to be successful in meeting the objectives the instructor presented. Professionally, I grew in my knowledge of using appropriate technologies and digital resources with the learners' needs put first. The ARCS model was the design I chose to use for the presentation. According to John Keller's ARCS Model of Motivational Design (1988), there are four steps for sustaining motivation in the learning process: Attention, Relevance, Confidence (ARCS). Using this model allowed me to focus on the objectives I set forth, the outcome of the learners at the conclusion of the presentation, and the overall flow of the presentation.