Designing and Developing an eLearning Course

Designing and Developing an eLearning Course Order Instructions: Assignment: Designing and Developing an e-Learning Course – Part 2

Click here to access the CourseSites Tutorial Series.
Go to the Course sites Website and go through the tutorials to help familiarize yourself with Blackboard.

Additional links and tutorials may be available in the course shell. You will use this Website to create your course. https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/getstarted.html
Scenario: In this assignment, you are required to design, develop, and implement a mini-online, six (6) week course, using the Course Management System (CMS), Blackboard. Write a four to six (4-6) page paper in which you:
Part A Course Content – Described
Revise Assignment 3 based on feedback from your professor.
Name the course and provide an ID.
Provide a course description with three (3) goals and a welcoming announcement.
List one (1) or two (2) required instructional materials for the course and at least three (3) supplemental materials (in APA format), providing a rationale for each.
List three to five (3-5) learning outcomes for the first three (3) weeks of instruction.
Recommend three to four (3-4) instructional strategies to be used in the course, providing a rationale for each.
Design a weekly schedule for these first three (3) weeks that includes: (a) Topic(s) and (b) learning outcomes that are aligned with the topics.
Include in the weekly schedule (a) two (2) discussion questions for each of the three (3) weeks and (b) required activities.
List two (2) assignments: (a) a five (5) -question quiz and (b) a writing assignment.
Your written assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Part B Blackboard Shell – Developed
Directions:
Go to coursesites.com.
Click on the Sign-Up link (top right corner) and choose the option “As Instructor.”
Complete the Sign Up process.
Choose to Create New Course.
Name the course (e.g., John Smith_Introduction to Social Science).
Provide Course ID (e.g., JohnSmith_ISS100).
Provide a course description with three (3) goals.
Directions:
In the Enrollment Options, select the option “Instructor-Controlled”
Click on the link “Save and Continue” link (green color)
Skip Invite Students. Click on Customize Course link (green color)
Provide a welcoming announcement on the Home Page in the course site you just created by clicking on the “more announcements” link at the bottom of box titled “My Announcement.”
Build three (3) content areas using the Content area in the main menu on the left side of the screen: (hover mouse over “+” > click on Content Area), naming the content areas: Week1 Content, Week 2 Content and Week 3 Content (Make sure you check the box “Available to users.”) .
Create one item in each content area that has an attached three to four (3-4) completed PowerPoints slides pertaining to the content of your mini-course.

Designing and Developing an eLearning Course Directions

Go to the Information link (Left Course Menu) and create the required course elements listed next:
List the one or two (1 or 2) required instructional materials and at least three (3) supplemental materials. Name this item “Instructional and Supplemental Materials.”
List three to five (3-5) learning outcomes for the first three (3) weeks of instruction. Name this item “Learning Outcomes: Weeks 1-3.”
Build a weekly schedule for these three (3) weeks that includes: (a) topic(s) and (b) learning outcomes that are aligned with these topics. Name this item “Weekly Schedule: Weeks 1-3.”
Directions:
Go to the Discussions area in the left course Menu.
Create a Forum in the Discussions area and name it Week 1-3 Discussion.
Post two (2) discussion questions by creating a new thread for each question.
Directions:
Create another Content Area (hover mouse over “+” > click on Content Area) in the Left Course Menu and name it Assessments (Make sure you check the box “ Available to users.”). Then use the Assessments drop-down menu to create a quiz by choosing Test and a writing assignment by choosing Assignment.
Create: (a) a five (5) question quiz and (b) a writing assignment in the Assessments link

Designing and Developing an eLearning Course Sample Answer

Designing and Developing an e-Learning Course: Public Speaking and Business Communication Skills _ PSC201

Course Description

This course is an online course in Public Speaking and Business Communication Skills. The course offers an introduction to effective communication with an emphasis on public speaking. Public speaking and business communication are essential skills required to succeed in professional and social life. Effective communication skills enable one to create powerful messages and communicate them in a manner that is appropriate to their audience. Acquiring business presentation competencies enables professionals to create and make simple, clear and compelling presentations, and to deliver them effectively formal audiences in any situation.

The goals of this course are to teach voice and body language, content and structure audience engagement and quality of execution in making public speeches and formal presentations. Voice and body language will teach skills in vocal projection, pace, breathing, stance, posture, gesture, and movement. Content and structure will teach students how to make preparations, an organization of content, narrative and framing messages, and using visual aids in presentations. Audience engagement will teach how to connect and interact with the audience, how to secure and maintain their attention, how to earn their interest and respect, and how to manage questions and discussions. Quality of execution will teach students how to effectively deliver presentations with confidence, authority, and intended impact.

Public speaking instills fear in many individuals and thus can be daunting, but confidence and competence in communicating with audiences can indeed be learned and practiced to perfection. Students are welcome to take this stimulating and inspirational short course in public speaking. In the eight week duration of the course, students will build presence, confidence, and authority necessary to captivate an audience and make effective public presentations.

Designing and Developing an eLearning Course Instructional Materials

Required materials

Books:

Lucas (2015). Art of Public Speaking (12^th Ed.). McGraw Hill

O’Hair, D., Stewart, R. and Rubenstein, H. (2007). Speaker’s Guidebook: Text and

Reference (3^rd Ed.). New York: Bedford/St. Martin’s

This textbook gives detailed guidelines on how to develop written speeches and business presentations. The textbook

resources provide

Supplemental materials

Nikitina, Arina (2011). Successful Public Speaking.

This e-book explains the foundational aspects of persuasion for public speaking. The e-book is useful for learning how to make convincing persuasion informal situations

Videos:

Harrington, Andy (2013). Video: Public Speaking Tutorial . Accessed from https://www.youtube.com/watch?v=Vzf7z-VfSbs

This video presentation presents tips about being a successful public speaker. The video explains the steps of preparing a great speech and explains certain essentials relating to confidence for a good public speaker. The video presentation is relevant for the course in visually explaining to students the practical aspects of public speaking.

Designing and Developing an eLearning Course Learning Outcomes

In the first three weeks of this course, students will learn how to:

Plan, prepare and structure presentations effectively
Manage nerves and exude confidence
Establish rapport and engage an audience
Deliver speeches professionally with formal style and intended impact, and
Design and make powerful, compelling visual aids for use in public presentations.

Instructional Strategies

In teaching effective public speaking skills, the course will use video replay alongside lecture notes to provide constructive and practical personal coaching that instructs on key learning points. Materials used will deepen the student’s knowledge on best practices and what works in public communication.

The course will seek to empower the student in interpersonal skills using role-play and structured practical exercises in vocal communication and presentation, breathing exercises and body language. This will enable students to learn by doing in teaching students to enhance their stage presence.

The instruction will require students to complete multiple choice and writing tests, and make brief Power-point presentations on their own subject of knowledge and interest. This will evaluate students on their level of competence in writing and speaking, and performance.

Weekly Schedule

Week One: In the first week, students will learn the basics of public communication and writing speeches and the qualities of effective speakers.

Topic 1: Public Communication and Writing Speeches

The learning outcomes for this module are

Reading and writing formal speeches and presentations using correct grammar, punctuation, and spelling
Expressing oneself accurately, clearly, vividly, and appropriately following a critical line of thought
Organizing and supporting a persuasive argument

Topic 2: Proper Preparation, Planning, and structuring

Selecting, narrowing and focusing on topics for speech and presentation
Researching material to generate speeches and presentations
Adapting the speech to the specific audience being addressed
Supporting ideas with concrete evidence and sound reasoning
Organizing the message for effective communication
Generating speaking and presentation notes from a full speech manuscript

Designing and Developing an eLearning Course Discussion questions

Explain five guidelines for effective informative discourse in researching information for use in public speaking
What are the key points to remember in developing, interpreting and expressing ideas through effective oral and visual communication in public

Required Activities:

Gather, evaluate, analyze and synthesize information relevant to a particularly controversial question or issue in society. Write a short five-minute

speech in which you develop and demonstrate a logical position in the form of a perspective, thesis or hypothesis that acknowledges the ambiguities or contradictions that emerge from the question or issue.

Week Two: In the second week, students will learn basic oral communication skills necessary for functioning effectively in public social settings and in front of an audience

Topic 3: Managing Nerves and Building Confidence

Speech anxiety and how to deal with it
Effective speech and delivery techniques
Principles of vocal projection, pace, breathing and improving your speaking voice for effective speech delivery
The oral communication process and the importance of the speaker-audience situation
Overcoming potential obstacles in the speaking situation
Generating audience interest and involvement
Basic strategies for effective communication and participation in public settings

Topic Four: Verbal and Non-Verbal Communication

Styles of speech delivery using notes, memorized the speech and reading from a text
Determining the best style of delivery suited to skills and level of experience
Etiquette, body language and portraying an appropriate image on public occasions
Nonverbal principles of effective speech delivery stance, posture, gesture and movement
How the self-concept influences the intrapersonal and public levels of speech communication
Development of the self-image in public speaking

Discussion questions:

What are the verbal cues that can be used by an audience to interpret the ideas, competence, and validity of a public speaker
What are some of the body postures and gestures that a public speaker can use in communicating ideas and enhancing the effectiveness of oral communication

Required Activities:

List and explain at least five aspects of etiquette that a public speaker must be aware of when delivering a speech to a formal audience or business meeting.

Week Three: Best Practices for Developing and Delivering Speeches and Presentations
Topic 5: PowerPoint Presentation and Audio-Visual Excellence

Using visual aids to reinforce and clarify the verbal message
Critically and creatively analyzing materials obtained from print and electronic sources
Information acquisition through interviewing, library research
Creating a research bibliography and taking research notes efficiently
Distinguishing main points from minor points in the oral and written discourse

Topic 6: Audience Engagement in Delivering Speeches and Making Presentations

Assessing the credibility and the reliability of claims in sources and supporting materials
Judging the soundness of evidence for use in public speech and formal presentations
Assessing the validity of reasoning used in public discourse
Listening for the main points and supporting materials of a speaker’s message
Focusing on a speaker’s ideas rather than the style used in delivering the speech
Maximizing leadership skills for use in formal speaking situations
Persuasion, audience analysis, and credibility

Discussion Questions:

What are the basic issues relating to audience needs, presentation planning and practicality of reasoning encountered in developing and delivering policy speeches
What methods can be employed in delivering a persuasive presentation to a formal audience

Required Activities:

Create a nine-minute persuasive Powerpoint presentation in which you persuade the audience to support or reject a specific question of policy. In writing the speech, you will seek either agreement or immediate refusal of the policy from the audience.

Designing and Developing an eLearning Course Assignments

Quiz:
Explain the communication process as it occurs in a specific context
Identify elements of ethical speaking
Identify levels of listening and ways to improve listening skills
Analyze an audience and relate a speech topic to that audience
Write an appropriate goal and thesis for a speech

(b) Writing Assignment:

Write a seven-minute speech that informs the audience about a particular object, concept, process, or event that is relevant and affects society.

Designing and Developing an eLearning Course References

Anderson, L. E., & Bolt, S. B. (2013). Professionalism: Skills for workplace success (3^rd ed.). Upper Saddle River, NJ: Prentice Hall.

Baccarani, Claudio & Bonfanti, Angelo (2015). “Effective public speaking – a conceptual framework in the corporate-communication field”, Corporate Communications, 20(3), 375-390. Accessed from http://search.proquest.com/openview/774d9f722a013978aba5f56758d72030/1.pdf?pq-origsite=gscholar&cbl=25916

Claudia, Ann-Marie W. (2015). “Soft skills perceived by students and employers as relevant employability skills”, Walden Dissertations and Doctoral Studies. Walden University.

Guffey, Mary E. & Loewy, Dana (2010). Business Communication – Process and Product. South-Western Cengage Learning

Guffey, Mary Ellen & Loewy, Dana (2012). Essentials of Business Communication (9^th Ed.). South-Western College Pub.

Rattenborg, A. N., Simonds, C. J., & Hunt, S. K. (2010). Public speaking: Prepare, present, participate (1^st ed.). Boston, MA: Allyn & Bacon.

Wood, J. T. (2012). Communication in our lives(6th ed.). Wadsworth, Cengage Learning.

Development of Quantitative Skills for College Students

Development of Quantitative Skills for College Students Order Instructions:TOPIC: PROPOSED COURSE FOR DEVELOPMENT.

You will use this Website to create your course:

https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/getstarted.html.

Write a four to six (4-6) page paper in which you:
Provide a description of a course that you plan to develop for this class, including at least three (3) goals of the course.
Describe the target learners, discussing at least three (3) unique needs and/or challenges the online learners to face.
Develop six (6) learning outcomes for the course.
Propose the primary learning theory or theories you plan to apply to ensure students achieve the outcomes, providing a rationale for the theory or theories.
Propose three (3) ways you plan to motivate students in the online environment, providing a rationale for each way.
Provide at least three (3) academic references (published within the last five [5] years) to support your proposal.

The assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA.

Development of Quantitative Skills for College Students Sample Answer

DEVELOPMENT OF QUANTITATIVE SKILLS COURSE FOR COLLEGE STUDENTS

Course Description

The importance of learning quantitative skills for university students is underpinned by the need to equip graduates with skills that will enable them to perform effectively in professional environments that are increasingly driven by computerized technologies and research data. Students undertaking higher education in science disciplines require a strong background in mathematics. Many students entering university usually need a refresher course in some of the foundational topics that have been learned in their past years of schooling. This course aims at teaching the foundation topics in quantitative research methods that are commonly covered in many undergraduate courses that employ scientific research. The course aims at providing basic training in statistical research methods in topics that provide a basic understanding of the concepts and principles applied in quantitative research methodologies as well as enable learners to acquire skills for practical research in social sciences, education, business, and humanities fields. Students will be expected to develop competencies in quantitative and statistical techniques through hands-on practice working on research design, data collection, and data management as well as the analysis and interpretation of field data.

In this course, students will get a basic understanding of basic concepts in mathematics as well as core quantitative skills that are required for learners in operating with research data and computer-based statistical methods. Students will develop an understanding of mathematical computation applied in research, which will … *** confidence in applying basic statistical methods for scientific research. Students will learn important topics for statistical analysis including basic statistical formula and concepts for testing research hypotheses. The skills acquired will enable students to apply basic statistical tests in analyzing research data, which will allow students to build a strong foundation necessary to proceed to more advanced concepts taught at the university in their respective professional disciplines. This course is intended to enable students … *** courses that will get them to the prerequisite beginner level necessary for learning more advanced units in mathematics taught in the university. The topics covered in this course will include basic statistical concepts including quantitative research design, data collection and tabulation, data management using statistical software, mathematical concepts for comparing statistical significance and for hypothesis testing, and interpretation of statistical descriptors of findings. Students will also learn statistical methods for simple and multiple regression, scale reliability, contingency analysis, and critical appraisal of research findings (Rock, Coventry, Morgan, and Loi, 2016).

Target Learners for Development of Quantitative Skills for College Students

This course will target students that require an introductory understanding in the use of statistics for conducting empirical research relating to their respective professional disciplines. The target learners for this course are students entering university in their first year of college, and second-year students undertaking courses in social sciences, education, business studies and humanities that will utilize statistical research methods to examine various phenomena encountered in these professions. Emphasis will be placed on enabling students to achieve a basic understanding of the statistical procedures used in practical research. The students targeted in this course should be able to think critically about the most suitable procedures for collecting and analyzing research data and to appreciate the educational use of statistical calculations using computer software packages (Tishkovskaya and Lancaster, 2012).

Learning Outcomes on Development of Quantitative Skills for College Students

Upon completion of this course, students are expected to demonstrate basic knowledge and understanding of the various quantitative methods and concepts for conducting research in the practical application of more advanced concepts taught in their respective courses. Students completing this course are expected to be able to systematically appraise and review statistical and methodological issues faced in conducting quantitative research studies. Students will be expected to apply basic quantitative research techniques for data management, analysis, and review. Students will be expected to understand the use of different computer software programs such as SPSS and Microsoft Excel to manage and analyze research data. Students completing the course will be expected to demonstrate skills in critical thinking and problem solving that is steeped in research methods and rigor in the statistical analysis of information based on empirical evidence collected using a scientific approach to the development of academic knowledge and theory (Baglin, 2013). Students will further be expected to be able to present numerical and statistical research findings in a report format that is commonly used for presenting information in professional research studies.

Primary Learning Theories Applied in Teaching the Course

The primary learning theory proposed for teaching this course is the cognitive psychology theory that proposes that individuals learn best when they practice what they learn and apply the concepts learned in practical situations. According to the theory, knowledge tends to be directly related to the context in which it is taught and learned, and that learning is most effective when students can receive real-time feedback on errors through direct application of learned knowledge in solving problems. The theory recognizes that learning becomes less effective as the mental load for students increases. Teachers must, therefore, strive to integrate the new knowledge being taught with the existing knowledge in an incremental improvement of skills being taught (Slootmaeckers, Adriaensen, and Kerremans, 2012).

Learning Environment for Development of Quantitative Skills for College Students

The course will be taught online in a learning environment that provides students with opportunities for practical application of concepts learned. The course instructor will seek to establish a balance between a ‘teacher-centered’ and ‘student-centered’ approach to learning with emphasis providing a learning pedagogy that will engage students in integrating theoretical knowledge to practical situations (Baglin, 2013). Besides the various lecture and reading materials provided for the course, the instructor will make available chapters from statistic textbooks selected for enabling students to acquire the theoretical concepts being taught in the course. The lecture notes and readings will be supported by tests where students will solve questions relating to theoretical and practical aspects of research. Students will be required to apply theoretical concepts to practical research situations. The students will be required to apply their learned knowledge to search for background theoretical information and field data for use in solving the problems. The learners are assisted by the instructor in searching for available field data for research and to choose amongst appropriate and relevant statistical procedures for undertaking research. The students will also be required to justify and support the particular strategies used in tackling practical research problems, and to present their research findings in a report format that is acceptable for professional standards (Slootmaeckers, Adriaensen, and Kerremans, 2012). Students will also be provided with opportunities for using their acquired knowledge in quantitative research to undertake practical sessions in problem-solving for statistical research using computer software programs, which will require the active participation of students in computer-aided research workshops.

Development of Quantitative Skills for College Students References

Baglin, J. (2013). “Evaluating learning theory-based methods for improving the learning outcomes of introductory statistics courses”, Doctor of Philosophy (Ph.D.), Mathematical and Geospatial Sciences, RMIT University. Retrieved from https://researchbank.rmit.edu.au/view/rmit:160411

Rock, Adam J., Coventry, William L., Morgan, Methuen I. and Loi, Natasha M. (2016). “Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures”, Frontiers in Psychology, 7(1), 339. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4785677/

Slootmaeckers, K., Adriaensen, J. and Kerremans, B. (2012). “Learning Trajectory of Quantitative Methods – Students’ Experience with Curriculum-based Method for Overcoming Statistics Anxiety”, Conference Paper Presented at CETL-MSOR Conference, Sheffield. Retrieved from https://soc.kuleuven.be/web/files/9/48/CETL-MSOR-Slootmaeckers.pdf

Tishkovskaya, Svetlana and Lancaster, Gillian A. (2012). “Statistical education in the 21^st century – a review of challenges, teaching innovations and strategies for reform”, Journal of Statistics Education, 20(2). Retrieved from http://ww2.amstat.org/publications/jse/v20n2/tishkovskaya.pdf

Badrul Khan Web Based Framework

Badrul Khan Web Based Framework Order Instructions: Assignment: Using and Applying Badrul Khan’s Web-based Framework

Use and apply Badrul Khan’s Web-based Framework to evaluate an online course offered by a corporate organization for training purposes, academic course, or a virtual high school course. While you are navigating the course of your choice, answer the questions outlined in the “ Matrix for Evaluation of E-Learning Courses ” provided here.
After answering and commenting on each question in the matrix, write a four to six (4-6) page paper in which you address this question thoroughly: To what extent does the course meet the nine (9) dimensions of Khan’s Web-based Framework?
Preparation. Review Badrul Khan’s Web-based Framework.
Write a four to six (4-6) page paper in which you:
Answer the questions in the matrix about the selected course. (Access the list of questions in the course shell.)
Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including: (a) type of course, (b) length, (c) target learners, and (d) delivery method(s) (text, audio, video lecture, etc.).
Describe and evaluate the selected online course offered by a corporate organization for training purposes, academic institution, or a virtual high school, including: (a) interactivity, (b) types of communication between instructor and students, (c) collaboration opportunities, and (d) two (2) other key features.
Evaluate the selected online course using nine (9) dimensions of Khan’s Web-based Framework.
Your assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA

Badrul Khan Web Based Framework Sample Answer

Badrul Khan Web-Based Framework

Introduction: The online course understudy is the virtual learning course initiated by the University of Michigan in the field of education. In order to evaluate it in the light of Badrul Khan web-based nine-dimensional methods, it is necessary to understand that model in the first place. The Badrul Khan model is an innovative approach through which the pedagogical, institutional, management related parts and the resource support processes are used to analyze the performance of the online program. In this method, the systematic approach is used to check the validity of the online program as far as the service delivery for the target audience is concerned.

Description in the light of Badrul Khan web-based framework:

The online teaching program of the above-mentioned university fulfills the first criteria of the web-based model which is the pedagogical criteria. The target audience consisting of the university students is adequately covered through the good quality of the content. The content is derived from many university online libraries and the access of these libraries is given to the students as well. The videos are based on the recorded as well as the online resources of the information (Akhunzada, et al., 2016). This online program is basically divided into multiple modules and the content is also up to the mark. The good quality of the content can be gauged from the fact that the information available for the students is derived from the current scenario and the international trends which are prevalent in the field of education. The online training program provides practical knowledge about the skills to be inculcated in the educational domain of the work. The videos which are present on the website of this online program cover the content in a holistic manner. The audio-visual method is used to demonstrate the teaching techniques. This practice enables the students to get at hand training by viewing the pedagogical skills on the online videos.

As far as the technical criteria of Badrul Khan’s web-based model are concerned, it is pertinent to mention that the use of innovative techniques has been employed to a greater extent. The resource persons conduct the regular video conferencing with the administrators of the online program and the policy formulation is done regarding the need to bring changes in the method of teaching. Recently, the administration has brought a change in the use of the interface of the website and provided the passwords to the students so that they can search the relevant data which was previously restricted for them (Hashem, et al., 2016). This sort of practice is very much helpful because of the demand of the time. In addition to that, the developers of the online learning website have also initiated the task of maintaining the specific bandwidth of the net service provided by them. Through this bandwidth, the students can easily access the internet without any problem. This has brought significant ease in the process of examination which was previously hindered due to the problem of inaccessibility of the internet.

The third entity in the web-based model is the development of the interface. The more the interface is attractive and user-friendly, the more the users would be at ease to search the data from it. In this regard, it is pertinent to mention that the online course of the university is very much advance and it is needed that the interface is kept simple and easy to understand. This criterion is amply fulfilled in this approach and the interface has the categorization of the icons. The students do not feel any difficulty in searching the data form it. Another important domain of the web-based model is the evaluation of all the stakeholders. This evaluation is done in order to find out the way the program or the website is effectively producing the impact. The above mentioned online course is evaluated on the basis of the capacity of the learners, instructors and the overall community. It is found that the Michigan university is catering to all types of students and the learners ranging from the mediocre to the genius students. This course is divided into different categories on the basis of the level of difficulty which it poses to the learners. The stages start to form that of the beginners and range up to the level of experts in the field of educational courses (Charoenpit & Ohkura, 2013). As far as the evaluation of instructors is concerned, it is pertinent to mention that the instructors are well aware of the content to the topic and know how to convey the meanings of the syllabus given in the online course. Moreover, the learners are provided with the performance evaluation form to give feedback regarding the performance of the instructors.

Another dimension of the Badrul Khan web-based model is the assessment of resource support. It is significantly highlighted that this online course has been supported by the national and international research analysts and they provide regular feedback as well. In addition to that, the resource persons come from diverse backgrounds and share their views through the online extension lectures arranged by the administration. These extension lectures are the sources of information about the practical application of the issues in the field of education (Khan & Badii, 2012). Another domain of the Badrul Khan model is the ethical consideration. This online course is ethically sound and there is no evidence of any sort of social or cultural bias. The content is open for the people belonging to all caste, color, and races. In this regard, it is important to signify that the course does not include any mandatory religious subject to be imposed on the students. They are free to choose from the material available on the website.

Badrul Khan Web Based Framework Conclusion and opportunities:

Overall, this program is a good initiative as far as the service delivery is concerned. There are many opportunities for international collaboration in this program. The administration can make collaboration with the universities of the Asian and African region to help in the propagation of knowledge. In this way, the online course can be easily made available to those who cannot afford it. This would serve as the best option to do the community service in one way or the other (Yaqoob, et al., 2016).). In short, the online academic program is very effective as far as the propagation of knowledge in the field of education is concerned. There is a need to make positive changes in this online program keeping in view the modern changing dimensions of society.

Badrul Khan Web Based Framework References

Akhunzada, A., Gani, A., Anuar, N. B., Abdelaziz, A., Khan, M. K., Hayat, A., & Khan, S. U. (2016). Secure and dependable software-defined networks. Journal of Network and Computer Applications, 61, 199-221.

Charoenpit, S., & Ohkura, M. (2013, July). A new e-learning system focusing on the emotional aspect using biological signals. In International Conference on Human-Computer Interaction (pp. 343-350). Springer Berlin Heidelberg.

Hashem, I. A. T., Anuar, N. B., Gani, A., Yaqoob, I., Xia, F., & Khan, S. U. (2016). MapReduce: Review and open challenges. Scientometrics, 109(1), 389-422.

Khan, K. U., & Badii, A. (2012). Impact of E-learning on higher education: Development of an e-learning framework. Life Science Journal, 9(4), 4073-4082.

Yaqoob, I., Chang, V., Gani, A., Mokhtar, S., Hashem, I. A. T., Anuar, N. B., & Khan, S. U. (2016). Information fusion in social big data: foundations, state-of-the-art, applications, challenges, and future research directions. International Journal of Information Management.

Significant Developments in eLearning

Significant Developments in eLearning Order Instructions: Assignment 1: e-Learning

Write a four to six (4-6) page paper in which you:
Define e-Learning.
Summarize at least five (5) significant developments in e-Learning over the past ten (10) years.
Evaluate at least three (3) three (3)primary benefits of providing and offering high-quality online training, courses, and programs to employees and learners in businesses, K-12 schools, or institutions of higher education.
Analyze at least three (3) primary reasons some businesses, K-12 schools, or institutions of higher education are hesitant or choose not to offer fully online courses and programs.
Predict the extent to which e-Learning will replace the traditional face-to-face learning in K-12 and higher educational settings.
Recommend at least three ways technology will be needed to support and sustain the e-Learning process.
Provide at least five (5) academic references (published within the last five [5] years) to support your paper.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions.

Significant Developments in eLearning Sample Answer

E-LEARNING

Introduction

E-learning is increasingly becoming popular today. For a long time, people have become accustomed to learning in one particular way. However, the advancement in technology has changed the education system, and today institutions are embracing online learning. Higher education is undergoing fundamental changes, and it is crucial to assess the benefits of online education and the reason some institutions are hesitant to embrace e-learning.

Five Significant Developments in E-learning

E-learning is the use of internet and other technologies to educate people without geographical boundaries (Rennie & Morrison, 2013). Online learning dates back to the nineties when the trend started emerging. E-learning has evolved over the last few year. Today, it is simplified and easier, and it has a broad learning opportunities.

One of the significant development in e-learning is education gaming. Education gaming are online games and songs which were mainly developed for kids. Education gaming became popular in 2007 among elementary schools as it made learning for kids more fun (Liebowitz & Frank, 2016). Education gaming are used as a tool in educating young children in mathematics and language. Games enhances skills of students. Through education gaming students are believed to develop critical thinking skills, teawork and creativity (Bora & Ahmed, 2013). As a result, education gaming was embraced in the more elementary curriculum to make learning more fun and enhance skills (Liebowitz & Frank, 2016).

The second significant development is library digitalization. The introduction of digital libraries supported e-learning to a great extent and has led to the progress of online learning. Digital libraries allow learners to access learning materials such as books online (Rennie & Morrison, 2013). Higher learning institutions have taken advantage of the significant development to develop course-specific webpages that allow students to access learning materials.

The third significant development is cloud computing. Cloud computing is a new form of technology that has allowed intuitions to cut on costs of e-learning (Salmon, 2013). Cloud computing has enhanced software used in e-learning and hardware. Additionally, it has led to the development of reliable backup for online learning materials.

The fourth significant development is mobile learning. As new smartphones are being developed, the education programs that can be accessed through the phones have been developed (Salmon, 2013). Schools are developing websites that can be supported by mobile phones to allow students to access learning materials from the phones.

The fifth significant development is online video. There has been significantly developed in online video. You Tube has more than 1 billion active users today (Rennie & Morrison, 2013). Online video is now being used to keep learners engaged. Additionally, they are used to explain complex concepts. Online video is now being used to conduct classes and allow learners to store video to access information at their convenient time.

Benefits and Significant Developments in eLearning

The biggest benefits of e-learning to learners and employees is flexibility. E-learning is suitable because it can be conducted from any place and at a time that is convenient for the learner. Learners have the freedom to learn when they want and at the place they want. When a business is conducting training, employees’ time is affected because of training. Employees are forced to go for training during working hours and cover up for the working hours. With e-learning, the employees learn and still work at the same time.

E-learning is cost effective. A business that decides to use e-learning to train employees lowers on training cost. A company lowers cost by reducing the cost of learning materials, travel, and accommodation costs (Bora & Ahmed, 2013). For students in a higher learning institution, e-learning is cheaper than the traditional classroom. The fees for e-learning is lower. Additionally, with e-learning students cut on costs of traveling, refreshments and residents.

E-learning is more effective compared to traditional classes. E-learning makes it easy for learners to digest and understand the information. E-learning makes use of learning materials such as video, demonstration, and charts which are more effective in delivering information (Bora & Ahmed, 2013). Research shows that e-learning reports high test scores (Arkorful & Abaidoo, 2015). Additionally, it is effective in passing on the knowledge that can be used at work. It has a long-term retention of information. This is because e-learning establishes courses that are fun. It makes learning more fun by using multimedia learning materials. As a result, learners are able to digest the information and retain it for a long time and apply it in real life.

Businesses and Institutions are Hesitant to Use E-learning

E-learning undermines the social learning aspect of traditional schools. Employers want applicants who know how to work with others. Students who have not been to class do not know how to cooperate with other people. Institutions are hesitant to embrace e-learning to enhance the concept of socialization (Rennie & Morrison, 2013). They want to produce students that have the experience of working with others.

The second reason school are hesitant is because online classes do not offer extra-curriculum activities. The traditional syllabus is composed of extra curriculum activities that enhance critical thinking skills and social skills. With online classes, students cannot participate in sports and other extra curriculum activities (Arkorful & Abaidoo, 2015). They only log onto their account and interact with other students online. Schools are concerned about the quality of online education and the impact on the social life of students hence are hesitant to embrace online learning fully.

Lastly, online learning is dependent on technology. Learners with limited IT skills may not be comfortable with e-learning hence they still need to attend the traditional classes. Additionally, a technical problem in technology will paralyze online learning.

Extent to which E-learning will replace Traditional Face-to-Face Classes

E-learning will not replace the traditional face-to-face classes. The traditional face-to-face classes enhance personal growth, social interaction, and collaboration. In K-12, online classes cannot replace the traditional classrooms because young children need social interaction and to learn how to collaborate. Interaction with people and teachers is crucial in K-12. In higher learning institutions, online education will replace traditional classes (Liebowitz & Frank, 2016). Colleges and universities will have to embrace online learning in the next few years. They will retain a few traditional face to face class and offer online classes to students from across the globe.

How Technology Fosters E-Learning

Technology enhances e-learning through accessibility. Technology such as tablets, laptops, and smartphones make online classes accessible. Tablets and mobile phones have enhanced the convenience of taking online classes.

Technology supports social learning and conversation among the students. Technology establishes a medium where students from across the globe can communicate. Online platforms allow students to communicate enhancing collaboration. Students are also able to share ideas.

Technology provides learning materials. Technology provides tools for learning. It supports e-books which are a major resource for information (Salmon, 2013). Additionally, it provides a platform for conducting classes such as online video classes, student’s portal and websites.

Significant Developments in eLearning Conclusion

Technology has impacted on education. Higher learning institutions are establishing online courses every day. E-learning is convenient, reduces cost, and more effective hence more learners are preferring it to traditional classes (Salmon, 2013). However, e-learning lacks the social aspect of traditional classes hence it cannot be embraced fully. As technology develops, it will continue to impact in e-learning and supporting e-learning in a manner that will make it more effective.

Significant Developments in eLearning References

Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12 (1), 29-42.

Bora, U., & Ahmed, M. (2013). E-learning using cloud computing. International Journal of Science and Modern Engineering, 1(2), 9-12.

Liebowitz, J., & Frank, M. (2016). Knowledge management and e-learning. New York: CRC press.

Rennie, F., & Morrison, T. (2013). E-learning and social networking handbook: Resources for higher education. New York: Routledge.

Salmon, G. (2013). E-tivities: The key to active online learning. New York: Routledge.

Educational Equality for All Students

Educational Equality for All Students Order Instructions: Assignment: Educational Equality for All Students

Researchers over time have documented a number of factors that have slowed the integration of multicultural curriculum in schools. However, the institutionalization of diverse content into school curricula has made significant progress in the last several years. Examine current research on how multiculturalism is being integrated into the grade level at which you teach or plan on teaching.

Write a six to eight (6) page paper in which you:
1. Evaluate the use of Bank’s four (4) approaches to integration of multicultural and / or global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.
2. Analyze three to five (3-5) factors that determine that color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level in which you teach or plan on teaching.
3. Design a scholastic program for integrating multiculturalism into the grade level in which you teach or plan on teaching. Propose specific features of the program and how it would be included when teaching different subject matter such as math, history, or literature.
4. Develop three to five (3-5) techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.
5. Provide at least five (6) references (no more than five [5] years old) from material outside the textbook.

Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

ATTENTION: This paper must be of the best quality. The previous paper your writer submitted to me was not satisfactory. Its quality was poor; it didn’t meet the required instructions of the paper.

Educational Equality for All Students Sample Answer

Education Equality for all Students

Question 1

Contribution Approach

Through the contribution method, icons, holidays, and other distinct cultural activities will be incorporated into the school curriculum. After being posted as a teacher in first grade, the students will learn aspects of a certain iconic leader every month. For example, in January, learning will incorporate studies about African-American leaders such as Martin Luther King. Instead of focusing on research, the learning environment will be more flexible, interesting and fun so that it will be easier to comprehend and remember. In Ohio, for example, there are cultural events such as International Food Festival are incorporated into the curriculum enabling students to interact with different foods and cultures that they would have otherwise not experienced. As such, contribution approach is critical in assisting teachers to integrate cultural contents into the curriculum and it also serves as a way of promoting the acceptance of cultural diversity in USA.

Transformation Approach

The approach allows teachers to let students assimilate questions based on their cultural and ethnic perspectives. For instance, I will list a number of cultural festivities or school that the students would wish to attend. Each student will discuss with parents and it’s possible that some students will come up with many choices and others will not have a specific choice. The assignment will be transformative in that will enable the students to choose depending on their situations and perspectives. An African-American student may choose to attend a festival that she is not familiar with but end up going to another one when she realizes that it does not conform to her expectations. The choice of the festivity to attend and the decision to attend a different one after not getting satisfied with the initial festival is an example of how transformation can happen by letting students analyzes situations in their perspectives.

Additive Approach

The method is applied by using new resources such as electronics to help students understand things better (Harris 2010). For instance, a video with different animals named alphabetically is interesting for the children to watch but it also enables them to recognize the alphabets and memorize them. As they watch the video, the teacher is able to analyze their concentration and identify gaps that can be addressed for the next lesson to make it more educative. The teacher can also use the time to come up with new strategies for improving the student understanding of different concepts. The use of external resources helps the teacher in identifying the strengths and weaknesses of students and to understand their individual needs for better learning methods.

Social Action Approach

According to Banks, the social approach is the phase in which students are able to determine potential social challenges, get relevant data and information, analyze their understanding and perceptions on the issues, formulate decisions, and take necessary actions to solve issues. In the classroom, the teacher applies the approach by identifying a certain social problems such as racism or cyber bullying and asks the students to explain their understanding on the concept and how it affects them. The students will share their personal experiences or from people they know that have experienced the racism or bullying. By sharing, the students will be able to emotionally connect and learn how to relate with, and treat each other.

Question two

Strategies to curb colorblindness in classroom

Color blindness assumes the existence of different races and as sociologist Adia (2015) asserted, refusing to take note of varying races in the public domain actually leads to persistent in prejudice.

It is critical for a teacher to utilize external resources such as the use of Barney, YouTube, and varying guest speakers to help the children interact with different people. Interacting with different people and carrying out cultural activities is essential in eliminating color blindness and it enables students to understand their diversities and appreciate each other. A practical example is for the teacher to dedicate a lesson in studying specific cultures such as Indian, Hispanic, African-American, and European, with each given maximum attention to enable the students to differentiate them. Some distinct aspects of the cultures can be shown through the analysis of their clothing, language, activities, or religion.

Racial prejudice is often situational and as such, discrimination happens indirectly. For instance, some white students may make a joke about the black community with no intention of offending the latter. However, the joke may be translated as abusive or discriminatory by the people it’s directed to. As such, ignoring that people are different leads to situations whereby some students may feel prejudiced indirectly by their peers.

To overcome the situation, the teacher should come up with stringent rules that do not permit students make unnecessary comment and also, the learners should be taught how to be emotionally sensitive and responsive before making comments. Moreover, situations such as bullying are discriminatory especially where students are made to compete on issues that are culturally oriented. As such, as a teacher, I intend to promote teamwork and participation in group projects and encourage student be dedicated with the winning team receiving a prize. However, so long as all the students participate, prizes will be awarded to all.

Color blindness is typically embedded to the white community such that other races tend to dress like the white and imitate the lifestyle of the white community (Parks 2012). In class, all activities should be neutral without stereotyping. The students should be encouraged to teach themselves and try to get pen pals from all over the world so that they can be familiar with other cultures and appreciate their backgrounds without looking down on others.

Cultural diversity is realized by making students to perform in a variety of plays, songs, foods, and playing games. These activities are supported by the ecological theory which holds that inducing children in variety of extracurricular activities enables them to understand different cultures and learn about their backgrounds. By engaging in activities that encompass different cultures assist children in acquisition of new concepts, attitudes, and skills help them understand the backgrounds and cultures of their colleagues. For instance, kindergarten children can be made to dress up in a variety of cloths from different cultures, play games, and apply their imagination to explore places.

With third graders for instance, researching on pen pals can help students to become more knowledgeable on the cultures and backgrounds of students in other countries and possibly make friends. The students can even use applications such as Skype or emails to chat with their pen pals and develop new interpersonal skills that will assist in developing multicultural skills. The students will be required to share their experiences with their new friends in class. The activity will be fun and entice the students to get new friends and in the process they will become more culturally aware.

Question four

Technique 1

An integrated system that guides students on how to apply and implement the required school rules and processes as well as a set of disciplinary measures that can be undertaken if they are not adhered to. For example, some schools apply a peak office system whereby students are made to keep in contact with the school administrators and explain their wrongdoings. The parent is then contacted and notified of the student’s behavior so that a combined parent-teacher action can be instituted to correct the behavior. Positive Efforts for Adjustments and Knowledge (PEAK) is a program that is designed to help students in development of positive interpersonal skills. The students are able to continue with their education while at the same time manning students who act inappropriately.

Technique 2

Assign students into different groups to discuss issues such as bullying or use of discriminatory language while communicating to other students. The students are then made aware of the different forms of bullying which can happen anytime and anywhere in the school or through the use of social media sites. Students and teachers are them made aware of how the behaviors can affect each person and how they should be addressed should they occur. Moreover, the students can be explained different instances whereby such behaviors happened and the results so that they can be able to avoid them in case them are exposed in situations that trigger their happening. All the sessions will include different grades since the weight of the issues affects students differently.

Technique 3

The school can come up with events that allow participation of different stakeholders. All the teachers, parents, students and school administrators should participate in the same session and discuss different issues. Also, shows can be held where a variety of drinks, foods, and games are offered to the stakeholders. During the event, the school will be able to raise money that will enable to continue offering different programs to the students. The activities will allow students to interact with parents from different cultures as well as those in the senior or junior classes and in the process issues such as bullying, racial discrimination and other disorderly behaviors will seize since they will understand each other and appreciate their differences. Students can also come up with charity events or sessions where they showcase their talents which will enable them to develop their personal skills and interpersonal relationships.

Educational Equality for All Students Conclusion

Every teacher preparing to teach students should be prepared to handle different issues, especially the culturally oriented challenges. Students come from different backgrounds and it is critical to understand their different needs and attributes so that there can exist an environment that promotes knowledge and skill acquisition for each student. Teachers should not assume race differences but encourage students to learn the culture and backgrounds of their colleagues for better relationships. Group work and creation of learning programs such as the acquisition of pen pals assist students to interact with different people and appreciate their differences.

Educational Equality for All Students References

Adia, H. (2015). Color blindness. The Atlantic. Retrieved from http://www.theatlantic.com/politics/archive/2015/09/color-blindness-is-counterproductive/405037/

Banks, J.A., & McGhee Banks, C.A. (Eds.). (2012). Multicultural education: Issues and

Perspectives (8^thed.). Hoboken, NJ: John Wiley & Sons

Harris, G. (2010, September 7). Columbus Public School Monitoring Report: Ends Policy 4.

Holms (2014). Education Equality. Retrieved from http://www.dw.com/en/what-does-educational-equality-mean-anyway/a-15927951

Parks, J. (2012, February 6). Tips for Integrating Multiculturalism and Diversity into the

Preschool Classroom – Hatch. Retrieved September 8, 2014.

http://resources.css.edu/DiversityServices/docs/LevelsofIntegrationofMulticulturalContent.pdf

The Conversation (2016). Equality in education. http://www.dw.com/en/what-does-educational-equality-mean-anyway/a-15927951

Instructional Content and Implications

Order Instructions:

Assignment: Instructional Content and Implications

Teachers need to determine the point at which consideration should be made for integrating social concepts, such as gender and diversity. Design a lesson plan that focuses on promoting diversity and equality in your classroom.

Write a four to FOUR (4) page paper in which you:

Formulate a lesson plan which focuses on maintaining a diverse classroom, including at least one (1) comprehensive integration strategy, a list of materials that will be utilized to integrate social concepts, and an assessment method for determining evidence of success.
Analyze two to four (2-4) implications that social class has on schooling, and determine a method of handling these implications in the lesson you have created.
Develop three to four (3-4) instructional strategies that avoid the seven (7) forms of gender bias in the lesson you have created.
Construct a method of conceptualizing and implementing the lesson you have created in terms of diverse population groups with your students.
Provide at least three (4) references (no more than two to three [2-3] years old) from material outside the textbook.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

SAMPLE ANSWER

Instructional Content and Implications

Introduction

Diverse classroom lesson plan designing is a sophisticated, proactive and systematic process involving comprehensive, integrated, cohesive and participatory educational acquisition principles (Reece & Walker, 2016). Instructional content and implication accommodation in different classroom designing do not primarily alter the instructional standards, performance criteria or the instructional materials, but change the instructional delivery strategies and assessments methods. Based on comprehensive integration plans, the list of materials that are required to be utilized for integrated social concepts is instructional content, instructional process, instructional products, and the efficient learning environment. However, the specific materials needed for engaging diverse learning based on integrated social concept specifically involve auditory, visual, tactile-kinesthetic, practical and technology option materials. Social integration provides non-discrimination, diversity, equal opportunities and pluralism (Cremer-Schulte, 2016; Baker, 2016).

Comprehensive integration strategy on maintaining diverse classroom enables efficient designing of diverse and equality eliminating class harassment, victimization, and discrimination. Besides, full integration foster class relationships allowing various, inclusive presentation, specific or adapted resources, content selection and expected output. When designing diverse classroom lesson, comprehensive, integrated strategy allow understanding the list of materials and resources needed in diverse teaching programming, analyzing the learners’ characteristics and reviewing teachers expectations based on risk assessment and alternative identifications or adjustments. However, the comprehensive integration content, process and the environment should be differentiated to allow flexibility and manipulations (Cremer-Schulte, 2016).

The method used is assessing and evaluating the evidence of diverse classroom planning, and integrated social concepts are mainly diagnostic method. The diagnostic method takes into account of the accommodative teaching and learning content, process, products and the classroom environment aiming at determining the outcome and the objectives of integrated social concepts. The diagnostic assessment method takes an interim evaluation approach to enable periodical data collection and adjustments on the set classroom instructions and activities (Cremer-Schulte, 2016; Baker, 2016). An employing diagnostic method as both formative and interim assessment approach, instructors can assess the created plan for adapting the materials and resources used in integrated classroom designing. In this regard, the fundamental and strategic skills used in diverse instruction design and the individual’s role in implementing the created plan for adapting diverse materials and resources are assessed (Messiou & Vitorino, 2016). Comparatively, the diagnostic assessment method is an effective method for identifying and evaluating the learners and teachers demand that have not been meet diverse classroom lesson designing to allow future adjustments. Similarly, the assessment process can determine whether the integrated social concepts based on content and format are adequately adapted or need further modification (Reece & Walker, 2016).

Social class has both active and adverse implication on schooling as they can affect the steps of diverse instructional learning and teaching based on the process, content, environment, and products directly. The social class affects the political, social, economic and environmental background of schooling (Baker, 2016). From a political, economic and social perspective, the social classes based on complex industrial societies can influence classroom behaviors that only rewards acquire personality traits. Similarly, the social class affect schooling curriculum based on social power and regards administered such as medical and managerial skills and knowledge. Schools in complex industrial society or upper classes are likely to acquire better schooling compared to lower-class schools based on learning environment, social structure, and affluent professionals. Practically, the social class affects the success of education based on parental achievement, class and its environment, the class correlation and the gap between socioeconomic factors (Messiou & Vitorino, 2016).

The efficient method used in assessing the social class implications in schooling for the four effects is the formative assessment process. The applied formative evaluation method is a systemic approach to both mastery teaching and learning following detailed theoretical analysis of the social structure and the nature of the feedback obtained. Therefore, incorporating the formative assessment approach in social class implication is schooling assessment allow tracking and exploitation of the effects of social class in school. The formative evaluation method assesses the bridging gap, class correlation, parental achievement and the class environment that are directly affected by social class based on school (Reece & Walker, 2016).

The instructional strategies that avoid the seven forms of gender bias in the designed lesson planning are the social integration, social cohesion, social inclusion and social participation. The instructional strategies of eliminating the gender bias ensure that the materials and resources are accessible to all learners, students’ ability understandings are clearly demonstrated, technical instructions stereotyping, invisibility, unreality, imbalance selectivity, linguistic bias, and fragmentations are efficiently solved. Social integration allows instructional differentiation is eliminating gender isolation, linguistic bias based on gender and ethnicity, and promotes investigative approach for bias detectives (Cremer-Schulte, 2016). Therefore, integration, inclusive, cohesion and participatory strategies enable avoidance of the seven forms of gender bias in a diverse lesson instructional planning.

The method of conceptualizing and implementing the lesson created based on diverse population groups with learners is the adaptive differentiation method. The adaptive differentiated method measures the impacts of the diverse lesson formulation by establishing the starting point of the plan and setting the diverse and healthy equality learning outcomes (Messiou & Vitorino, 2016). Similarly, adaptive differentiation method for conceptualizing and implementing the lesson created based on diverse population groups with learners allows inclusive, differentiated and participatory learning where the issues with learners’ language, abilities and needs are handled. Similarly, the method allows both formative and diagnostic assessment of the learning process so that the steps of differentiated learning and teaching are implemented. For example, the method can challenge the impacts of social classes in schooling, the methods used in the formulation and implementation of the diverse lesson plan designing and the comprehensive integration strategies used on maintaining diverse classroom (Baker, 2016).

Conclusion

The diverse classroom lesson plan designing is a complicated process that can only be understood by collective bargains. However, employing comprehensive integration strategies on maintaining diverse classroom, understanding the social class impacts on schooling and the effective strategies to be used in eliminating gender bias enable efficient designing of the diverse lesson plan that is integrated, inclusive and cohesive. Therefore, diverse lesson planning requires both formative and diagnostic methods to test the outcome of the set objectives and make the future adjustments for effectiveness.

References

Baker, D. R. (2016). Equity issues in science education. In Understanding Girls (pp. 127-160). Sense Publishers.

Cremer-Schulte, D. C. (2016). On the links between natural amenities, residential processes and urban planning: lessons from an Alpine urban region (Doctoral dissertation, Grenoble Alpes).

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., … & Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.

Reece, I., & Walker, S. (2016). Teaching, training and learning: A practical guide. Business Education Publishers Ltd.

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Using the tablets for children Paper Out

Using the tablets for children

The main 3 main purposes and questions I would like to be answered by the end of my research and as I discussed with the professor the other day are:
1/how does the tablets affect children physically and mentally? !
2/how to monitor and control your children tablet usage without prevent them of using it ?!
3/what are the recommendations on children protection of using tablets ?!
Research Project Exercise
1. Write your Purpose Statement using the model template we discussed in class.
One of my main purposes is to discover and indicate that beside the advantages of using tablet for children, there are many negative impacts that outweigh
the pros.
Moreover, the parents have to be so careful of using it too much.
could add more purposes please as you a very good writer.
2. List three main points for the rationale of the study
The 3 main list that I was thinking about are:
1/ tablets have negative impacts as they have positive impacts and we might need to be more aware of the negative impacts
2/we have to cope up with technology but in moderation
3/children our God’s bless we have to care about them and care about their physicaly and mentality growing.
Please I know that you are a very good writer and know more about what is good and what is better.
Please do your best and add the best things please.
3. Write a brief description of the primary research methods that will be used in the study.
I have chosen a Quantitive method (questionnaire) for this research.
4. Who will be the study group and how will you be able to get them to participate?
questionnaire that will be distributed to the parents. I’ll distribute the questionnaire to my sisters as they are mothers of different age of children andy
they use tablets. And some other friends here in Ireland and some of my classmates I’ll give some to the professor to distribute them as well as we agreed
5. List the expected goals and outcomes of the study.
6. Convert the Purpose Statement into three separate research questions.
1/how does the tablets affect children physically and mentally?
2/How to monitor and control your children tablet usage without prevent them of using it ?
3/What are the recommendations on children protection of using tablets !
7. For each separate research question summarise one (three in total) relevant study from an article, journals and websites
Please, if you have questions don’t hesitate to ask me to avoid revision!

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African-American Literature Research Paper

African-American Literature research

In James Weldon Johnson’s fictional The Autobiography of an Ex-Colored Man and Langston Hughes autobiographical The Big Sea, readers are perhaps struck by

the rich, detailed, representations of the extensive, travel experienced by the protagonist of each narrative. As it turns out, these engaging portrayals of
traveling or journeying narrators present wonderful opportunities for pondering the question of community in African-American literary representation. Select
just one of the two aforementioned texts, and write an essay in which you reflect on the kinds of community the narrator finds himself a part of or apart
from..

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Individual Assignment Essay Research Paper

Individual Assignment

Choose an organization with which you are familiar.
Create a total of two business-quality posters (Use PPT or word and design it as a ‘poster’. One page or slide is one poster). Creativity is encouraged. Be
sure that the posters represent the following:
Poster One:
• Identify 2 or 3 examples of process improvement opportunities in your chosen organization’s industry.
• Identify 2 or 3 process improvement opportunities in your selected organization.
• Show the process improvement opportunities identified in your selected organization.
(Example: Company is a local hospital. Industry is Healthcare. 2 PI opportunities is higher patient satisfaction and less employee needle sticks. A PDCA
method is shown for needle sticks. The ‘poster’ shows this visually)
Poster Two:
• Identify examples of how organizations prioritize process improvement activities to improve performance.
• Prioritize process improvement activities for your selected organization.
• Show the priorities of the activities you created for your selected organization.
(For example: Hospitals prioritize by safety first, business profits second (Note: prioritization may tie back to the Mission, Vision or Values). In above
case needle sticks would be worked on before patient satisfaction due to safety always comes first. The ‘poster’ shows this visually.)
Feel free to submit your work for feedback prior to the due date if you are unclear about any of this assignment.

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The Service Encounter Research Paper

The Service Encounter

Reports need to address the topic in an appropriate academic fashion, i.e. your arguments need to be based on theoretical and empirical evidence and actually address the task at hand –this is crucial! If you fail to do so, you will fail the entire report even though your work might have touched upon the subject. Some lecturers give marks for spelling, referencing and structure among others. This is not the case in this module. If you do not follow the guidelines (we will have a session on this), you will loose marks. However, if you do follow the guidelines, you will not be given marks for this as this is what you are expected to do anyway. In other words, your performance will be judged merely on content and not on style. You can compare this to a football match you went to see –just because people kicked the ball around the pitch is unlikely to impress you when you evaluate the quality of the match afterwards. What is likely to impress you, however, is the players’ skill of handling the football, the pace of individual players, the creativity with which players created chances and goals and so on. This precise line of reasoning lies behind the assessment of your report in this module too.
Learning outcomes
Knowledge
On completion of this module, the successful student will be able to:
1) Compare and contrast differing definitions of service work and its role in contemporary business and society
2) Critically evaluate marketing, operational and human resource considerations in managing service work
3) Critically evaluate contemporary debates relating to private services
4) Critically evaluate contemporary debates relating to public services
5) Identify different learning and personality styles
6) Identify political stances and power relations
7) Define conflict resolution strategies
8) Manage group dynamics and group processes
9) Solve people-problems creatively using Forum Theatre Skills
This module will call for the successful student to:
1) Research contemporary topics and subject them to theoretical and empirical analysis
2) Enact, analyse and resolve dilemmas in a service work context
3) Develop self and others individually and in groups to manage the encounters
4) Motivate employees
5) Skilfully negotiate and handle conflict
6) Manage time, stress and change
7) Plan, organise and co-ordinate effectively
8) Handle service encounter knowledgeable and creatively problem-solve
9) Write a work-based report and give a presentation in the Forum theatre style
Learning, Teaching and Assessment Strategy
This module will employ a variety of learning and teaching methods including formal didactic lecture to present key concepts, tutor directed student discussions to promote student awareness of the link between theory and practice, peer assessed presentations, video presentations, student research activities and guest speaker sessions. It will also involve a series of workshop sessions where students will participate in an enactment of a critical service oriented dilemma. On-line learning support will also be provided.
Essential reading
(You are the HR director of a London-based general hospital. What are effective tools you could adopt in order to increase the level of service quality exhibited by your nurses? You need to justify your recommendations on theoretical and empirical grounds!)

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