question archive Graduate Programs Discussion Boards Discussion Boards (DB) are a key component of online learning
Graduate Programs Discussion Boards Discussion Boards (DB) are a key component of online learning
Subject:SociologyPrice:13.86 Bought3
Graduate Programs Discussion Boards
Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.
Minimum Weekly DB Expectations
- Post an original and thoughtful Main Post to the DB prompt.
- Respond to at least 2 other posts from learners and/or the instructor (Response Posts).
- The first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
- Two additional responses are required after Friday of each week.
- For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.
More on DBs
At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 3–4 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.
Deliverable Specifics
Part 1
What do you think are the differences between analyzing the instructional needs of a learner in a traditional K–12 school versus analyzing the instructional needs of a working adult in a corporate or higher education setting? What areas of needs analysis might be similar?
Part 2
How might you use the cognitive taxonomy to ensure that the identified instructional needs will be addressed during the instruction? How might you apply the affective taxonomy to ensure that identified instructional needs, in this domain, will be addressed during instructional activities? What examples support your thoughts?
Do you consider yourself a lifelong learner? How do you determine your own instructional needs? Why is it important to an instructional designer to think of an audience of individuals rather than an audience as a homogeneous group? What are some ways through which you can differentiate an assignment to move from a general audience to a specific, individualized audience?
In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.
Purchase A New Answer
Custom new solution created by our subject matter experts
GET A QUOTE
Answer Preview
Part A
The learner and the adult worker in educational settings may have similar and different instructional needs. They both are associated with the educational settings and institutes, so it is said that their needs are alike, but there are some differences found. The school learner needs more attention, and there is a need for more hard work on him to make him get ready for further learning. It is seen that many concepts are beyond his understanding, so he needs to learn the different strategies, and there is a need for easier ways to teach him and to make him realize the importance of learning (Brevik, 2018).
On the other hand, the corporate worker has vast knowledge and knows how to teach the students. There are some areas where his instructional needs are different. The learning trends are getting changed, and it has been seen that the students have to learn about the different things, so the worker has to grip on the new trends. He needs to understand the student's needs. Their needs can be the same related to the educational settings because both are associated with school, and they both need the proper understanding of its working and trends (Parsons, 2018).
Part B
There are six levels of cognitive taxonomy. It is necessary to implement all the six stages on both the learner and the worker to ensure that the instructional needs are addressed, and sufficient instructional activities are addressed. It has been seen that the stages start from knowledge and comprehension, so there is a proper need to analyze what they already know and what they need to know. Once their needs are identified, it is easy to plan the activities and make sure that the learning objectives are fulfilled. For example, if the worker needs to know about the modern teaching trends, he must attend the various workshops and training. Similarly, if the students need to understand the lessons, the audio and video strategies are useful (Ehri, 2018).
I consider myself a lifelong learner, and I have determined my instructional needs by the cognitive taxonomy and by analyzing my goals as a learner. An audience is never a homogenous group because everyone is different, so the designer must think accordingly. The audience can be specified by introducing different groups where similar individuals sit, and their needs are addressed accordingly. The specific audience is easy to target instead of one where different people are present (Prast, 2018).
