Lessons Learned from Designing the Software Selection Plan of Desire2Learn

Great outline and arranging, while pivotal for each kind of training system, are significantly more imperative for e-learning tasks (Asirvatham, Venkatachalam, & Kapa, 2013). In traditional training, the biggest exertion is in the conveyance of training sessions, while in e-learning, it is in the configuration and development of organized materials, which must act naturally contained and ready to be utilized various times without making progressing alterations. There are numerous instructional frameworks outline models, a large portion of which are based on well-known ones, for example, the ADDIE model, which is diagrammed beneath. The ADDIE model incorporates five stages: Analysis, Design, Development, Implementation, and Evaluation.

Investigate learning management software packages that are available through application service providers. Using the World Wide Web, identify at least two potential sources of such software. What are the key functions, requirements, pros and cons?

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

I want to learn a variety of techniques and methods to scaffold my lessons. I also want to increase my knowledge about assessment practices and different ways that assessment can be done. Furthermore, I want to expose myself to different resources in order to create purposeful lesson plans. I hope to achieve this by connecting with other teachers, volunteering in different high schools with a variety of teacher, attending workshops, as well as doing my own

My artifact is an analysis over my understanding of the different ways individuals learn based on their cultures. It demonstrates my knowledge of learner differences and shows how I plan to meet the needs of each learner in a way that will impact their education and help them succeed. My artifact shows how I plan to meet the different needs of each learner through my lesson and equip them with the knowledge to meet high standards.

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

Once we can identify the learner’s needs then planning the sessions can have purpose and direction. According to Francis and Gould (2009:59) it is important to “give purpose and direction to your planning”. When teaching a course on computers to absolute beginners, a teacher may want to help learners gain the knowledge and skills to use a computer which they can use at work or home. One of the tools that can help to make sure this learning objective is achieved is SMART which is Specific, Measurable, Achievable, Relevant and Time bound. It makes sense to describe what is to be learned, what can be done as a result, using various methods to teach it, how useful would it be to help learners now and in the future and how long it will take to achieve.

I engaged students with open-ended questions as assessment tools to measure student’s learning. For example, I asked learners to explain how important is it to know about shapes and why. During the guided practice students engaged in learning about shapes through a music and movement experience as they danced and moved to the “Hokey Pokey Shape Song” (Mensa for Kids, 2009). Independent practices enabled learners to use the web application ABCmouse.com to practice matching similar shapes. Adjustments and modifications were provided to create a differentiated instruction. Students engaged in web applications that were catered to their specific needs and readiness levels. English and Spanish audio books were provided to support English Language Learners and students with special needs. I used bing.com web translator to ask open-ended questions in ELL’s home languages. Shapes in the learning environment were labeled in both English and Spanish. Students with special needs were provided with more one-on-one support where they engaged in answering meaningful open-ended questions that probed their critical-thinking and communication skills. Students also worked in flexible groupings that allowed them to collaborate and learn from their peers. ELL’s were grouped with students that demonstrated strong communication

The purpose of this paper is to provide the author's self-evaluation of her overall performance and participation in the EDF 538, Instructional Design Summer 2015 course. The self-evaluation serves a two-fold purpose. First, it reflects the author's ability to honestly evaluate her "commitment to learning." Second, the paper serves as a tool for author reflection and notice for improvement.

Blendspace is one of collaboration or community tools for teachers to collect vary resources in one place to form an interactive lesson for students or colleagues (Nguyen Van Cuong, 2015). It is used a drag-drop interface. Blendspace ideals to truly blend your classroom. Teachers can collect and organize resources for English language learning in one place and share them with a single link. Moreover, students’ comprehension could be tested via built-in quizzes and students’ progress could be tracked upon their needs. This supports the features of the Web 2.0 tool in educational setting where the tool has to be accessible and practical for the

First the teacher identified what the students already knew by identifying the prior knowledge which was copying notes on the board. The teacher used their skill of copying notes on a piece of paper from the board through introducing new concepts such as filling the blank. In order for them to fill in the blank they must focus their attention and follow along with the lecture. Next, the teacher build their knowledge through scaffolding; the scaffolding she provided helped students move from what they already knew to what they should know by the end of class. The answers for the fill in the blanks were in her lecture and she provided bright colors in her lecture to grasp their attention. The colors helped the students identify the fill in the blank answers for their cornell notes. By the end of class, students were able to write a summary based on what they learned during the lecture using cornell notes. She provided the answers through her teaching but it was their responsibility to place where the answers belonged. Using the scaffolding process she integrated guided practice in the lesson plans. Students were able to connect their new learning to their prior knowledge. Through applying the

After going through this exercise in phases throughout the semester I found this quite educational and was very helpful in working out the details from the research we had done. I also like the ability for us to use various software so we can experience what each has to offer someone who is planning a project. One thing

The E-Learning Team is tasked to pick the right technology to meet the high demand of training. They will choose the applications to build the E-Learning courses, a robust LMS to house them and track down training completion, and utilize the Web 2.0

ELL students usually arrive to class with a variety of academic abilities. Teachers can use technology to personalize learning by developing individualized learning plans and resources that addresses and meets the needs of students with varying academic skills. Some of the benefits of using technology in the classroom is scaffolding lessons, which allows the advanced student to progress at his own pace while offering support to the beginning

Birmingham City University. (2007, Feb 20). Learner Development Unit. Study Guides, Writing a Literature Review. Retrieved from http://www.ssdd.bcu.ac.uk