Maria Morehead XXXXXXXXXX:49pm Feb 11 at 12:49pm Theory, Assessments, and Instructional Technology Having appropriate assessments is important to evaluate techniques and strategies. Also, technology...

Maria Morehead

Theory, Assessments, and Instructional Technology

Having appropriate assessments is important to evaluate techniques and strategies. Also, technology can supplement and assist in these measurements. For student stress, there are various techniques that have been studied with some being more affective than others but overall varying by individual on what works best. Lastly, Khan XXXXXXXXXXdiscussed that weather or not someone seems like they are learning well or not many just be a coincidence of time. Therefore, with technology the learning can be more self-paced and built upon at the speed that works best for the learner so that they may pause and repeat as needed at their own pace and at their own time (Khan, 2011).

• Goal – Assist students in the reduction of stress through techniques that will reduce their stress and provide stress resilience.
• Objective – Teachers or instructors measure the tasks and stress of learners to identify which reductionist techniques for stress are working for each individual.
• Assessment – Measurements will be provided via online assessment from students so that they may provide ratings and feedback on which techniques are working for them.
• Technology – An online dashboard will be utilized by instructors to view results from the student’s online assessments.

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. Utilizing REALs, a plan based upon realistic contexts and social learning through a constructivist ideal to shape and reshape knowledge for the reduction in stress for students would surround five themes:

• Student responsibility and initiative – Engage in stress reduction activities and participate in assessments.
• Generative learning strategies – Take notes and/or provide feedback to see which techniques may be working best.
• Authentic learning contexts – Explore and discuss various techniques for a process of discovering on which stress reduction strategies are best.
• Authentic assessment – Write down and reflect upon the strategies via online assessments.
• Cooperative support – Learners and instructors will assist as needed to ensure that everyone can find their stress reducer.

References

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

Khan, S. (2011, March).Let's use video to reinvent education(Links to an external site.)(Links to an external site.). Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education

Gregory Perry

In using ADDIE and Merrill’s Theory to create the assessments that reinforce and evaluate the progress and information retained and linked to leadership theory. By slowly introducing new information the learner has the opportunity to ingrain the knowledge learned without being inundated. The knowledge of soft skills needed in the areas of practical application, communication, teamwork, work ethics, professionalism, critical thinking, problem-solving, and decision making must be entrenched in the teaching and learning in order to produce leaders (Zulkifly, XXXXXXXXXXThe interaction between the learner and the interaction with the physical learning resources are seen as a tool of producing independent thought. Learning is an activity that could not be accomplished without either the human or the media that works as an instructional system (Richey, 2011).

Goal – Manager Apprentices (MA) obtain leadership skills and understand the impact it has on the organization and individuals.

Objective - Managers develop leadership skills through classroom and group discussions and job-related scenarios that involve critical thinking, problem-solving, and decision making while enhancing communication skills.

Assessment – MA’s are assessed using a combination of in-person assessments done by the store manager along with an online assessment with multiple-choice scenario questions. Individual interviews conducted by trainers with work-related challenges presented to simulate everyday decision-making scenarios that need to be addressed immediately.

Technology – Through the use of zoom meetings, online assessments, and on-demand courses and videos that focus on leadership theory and practical application, MA’s can review the information that they feel is a weakness. A leadership assessment that encompasses feedback from supervisors and employees and includes a self-assessment will create an overall picture of their strengths and weaknesses.

References

Khan, S. (2011, March). Let's use video to reinvent education (Links to an external site.). Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education

10. R. Zulkifly and A. J. Roshamida, "The leadership teaching and learning using simulation technology," 2016 International Conference on Information and Communication Technology (ICICTM), Kuala Lumpur, 2016, pp XXXXXXXXXX, doi: XXXXXXXXXX/ICICTM XXXXXXXXXX.

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