Take Away and Lesson Objectives

                                         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 required, but it helped as align our personal expectations.
·                   My next learning objective was to learn how to satisfy the lesson objectives and expectations, while also being aware and intrapersonal about the influences of my peers contributing to the project.
·                 Motivation also planned a key role in this collaborative project, in that, personal achievement, a combination of needs, tendencies which led me to be voluntarily active had to be cared for in a different way. Working with a team means letting down some expectations while maintaining a willingness to participate.
                                                                Take Away’s:  
·                          I self-identified with Regulation: This means I found my purpose in the project early on and made instinct commitments to be active and available for group collaboration.
o   I also had to learn to task delegate and step back to allow my team the time needed to develop different areas of the lesson
·                       I point back to the constructivist learning theory, which allowed each of us to bring our prior experiences and perspectives to the project. I learned that we can all share equally regardless of our strengths just as long as we worked together and held open communications
·                             We all agreed that technology integration in traditional education must be taught as professional development to pre-service and in-service educators, thus, we found our common goal, stated our mission statement, which helped us recognize we were aiming for the same target, and we established good momentum which continued through to the end.
·                                Finally, we made pro-active interventions to support one another thought the development of the professional development training. For example: Jason L. sent the majority of the emails to prompt the team, this made organizing messages and comments easy to track.


                                                       References:
Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015). Stories from Students in Their First        Semester of Distance Learning. The International Review of Research in Open and         Distributed Learning, 16(4). doi:10.19173/irrodl.v16i4.1647
Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A Communal       Constructivism case study. Retrieved June 12, 2017, from https://doi-            org.ezproxy.liberty.edu/10.1016/j.compedu.2010.01.020
Goulimaris, D. (2015). The relation between distance education students motivation and satisfaction.     Turkish Online Journal of Distance Education, 16(2), 13-28. doi:10.17718/tojde.50678

Tung, L. C. (2012). Proactive intervention strategies for improving online student retention in a      Malaysian distance education institution. Journal of Online Learning and Teaching , 8(4),     312. Retrieved June 13, 2017, from https://search-proquest-            com.ezproxy.liberty.edu/docview/1500353027?pq-origsite=summon&accountid=12085.


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