EDUC 639

                                         My Learning Objectives and Course Take-Away’s My learning objectives were to: ·                  Work in collaboration with my peers and demonstrate my ability to use internal and socially negotiated dialogue to develop the ISD Project. The social interaction required of this project was necessary to develop a deeper understanding of professional development training and promote critical thinking skills while working as a team. ·                    I had to learn to take social responsibility within the group in order to fulfill my obligations and meet the team expectations, while at the same time recognizing we were working as constructivist developers, in which our own experiences and world-views factored into the outcome of this instructional design project. o    For example: I asked the team during our first meeting to construct a mission statement, it helped us all aim for the same target and define our goals. This was not requ

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 4th Edition Book Summary: 4 th Edition The proven guidelines for e-learning include present content with text, graphics and audio to design and improve the learning experience in the virtual classroom, and to use personalized techniques, coherence, and now, animations for evidence based design theory. The engaged learner uses worked examples, independent practice, online collaboration in the form of discussions and blogs, is provided affordance to ensure cultural diversity, student autonomy, and professional leadership by professors and the administration of the university. This book provides the evidence-based guidelines for e-learning and psychological theory which has shaped the design, development and evaluation for workforce learning. The human learning process includes the environment, the modeled behavior and the innate person. We need a social learning proc

Assessment effectiveness:                Attitude: Yes, the disposition of the students that participated in the control group, completing assessments using m-learning where more satisfied with the learning objectives despite the fact the objectives never changed. The only thing that changed was how they used technology to gain insight into their conceptual understanding a questionnaire allowed them to pin-point where they needed to practice more, dig deeper and challenge their own understanding of the content. They were more gratified by the flexibility and mobility of the assessment tool, being that it wasn’t a paper and pencil test in a formal setting, sitting in a classroom (Duncan et al., 2012).            The higher attitude rating tells us that technology enables students to have a more positive learning experience, where it is more student-centered and less anxiety is placed on the “grades” as the outcome" (Coulby, 2009, p. 2). More Tools