Gregory Perry XXXXXXXXXXYesterday Feb 4 at 10:06am In looking to build future leaders for my organization through the Manager Apprentice (MA) program, the formal program first needs to be analyzed...

Gregory Perry

In looking to build future leaders for my organization through the Manager Apprentice (MA) program, the formal program first needs to be analyzed from the end goal perspective by looking back and reviewing the data of the successes and failures to come from previous candidates to help determine the gap. With the goal of the class to have new leadership ready within two years to step into an assistant manager’s role, the examination of the background of the candidates from a general perspective can help with the developmental phase. The top priorities learned from the program are leadership skills, communication, and managing a diverse workforce. The presentation of the information needs to be presented where the learners can construct the information in a way that allows them to retain and apply the information in real-life situations (Dijkstra, XXXXXXXXXXOperationally, knowing how to evaluate and search out the information needed is a bigger goal than having the knowledge of how to physically perform every function in the store.

Understanding that the learners are all very self-motivated based on the process they have gone through to become a part of the program, offering alternatives to how information can be absorbed and retained is essential to the success of the program where the objectives are clearly defined for the students (Giustini, XXXXXXXXXXAs an example, knowing the different learning styles and gathering information from the learners through surveys from those that have been through the class and are scheduled to enter the program. In determining the performance objectives, the context and life experiences that the learner brings to the table needs to be a part of the process in evaluations. Post-program the amount of detailed follow-up needs to include a consistent and thorough structured program.

References

Dijkstra, S XXXXXXXXXXThe integration of instructional systems design models and constructivistic design principles.Instructional Science,25(1), 1-13. doi:http://dx.doi.org.proxy-library.ashford.edu/10.1023/A: XXXXXXXXXX

Giustini D XXXXXXXXXXUtilizing learning theories in the digital age: from theory to practice.Journal of the Canadian Health Libraries Association (JCHLA),30(1), 19–25.

Richey, R., Klein, J., & Tracey, M. (2011).The instructional design knowledge base: Theory, research, and practice(1st ed.). New York, NY: Routledge.

Maria Morehead

Instructional Design Theories and Models

Based on your readings for the week and the discussion for previous week, how would you use the learning theory and instructional design model to approach developing your instructional goal(s) and performance objectives?

I am looking at evaluating practices to assist students with stress and/or relating factors such as depression and anxiety. I believe this is an important topic to explore as many students place extremely high standards upon themselves leading to stress and other factors especially if they are unable to meet these goals. This is referred to as MVG culture when students set goals for the highest possible grades, scores, and marks (Låftman, Almquist, & Östberg, 2013, p XXXXXXXXXXThis is not the only stress factor for students as there are many internal and external factors that can cause stress and it can vary from person to person. However, whatever the cause students with stress may need assistance to do well academically as well as help with their overall wellbeing. Using a constructive alignment for the curriculum will work to help with synchronizing planning, learning, activities, and outcomes (Ali, 2018) through REALs.

Dabbagh XXXXXXXXXXstated that REALs are Rich Environments for Active Learning and is a constructivist idea with students in constantly shaping and reshaping knowledge constructed through their learning experiences. Bostock XXXXXXXXXXdiscussed that there are five themes based around this which are:

1. Student responsibility and initiative
2. Generative learning strategies
3. Authentic learning contexts
4. Authentic assessment
5. Cooperative support

Using these concepts to further develop instructional goals and performance objectives will provide an excellent guide for formulating a solid instructional design. Overall, this design can use cooperative learning, generative learning, student centered learning, and problem based learning (Schott, 1999) with learning being an active process where the student gains knowledge in realistic contexts and the social negotiation of learning.

References

Ali, L XXXXXXXXXXThe Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment. Journal of Education and E-Learning Research, 5(1), 72–78. Retrieved fromhttp://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=eric&AN=EJ1173088&site=eds-live&scope=site(Links to an external site.)

Bostock, S XXXXXXXXXXConstructivism in mass higher education: A case study.Learning Technology. Retrieved August 24, 2002, from Keele University, Learning Technology Web site:http://www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/sin98pa6.htm(Links to an external site.)

Dabbagh, N. (2013).The instructional design knowledge base(Links to an external site.)(Links to an external site.). Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm#models

Låftman, S. B., Almquist, Y. B., & Östberg, V XXXXXXXXXXStudents’ accounts of school-performance stress: a qualitative analysis of a high-achieving setting in Stockholm, Sweden. Journal of Youth Studies, 16(7), 932–949. doi:10.1080/ XXXXXXXXXX.