· Personal Learning Challenge / Reflective Practice · Learning Design Blueprint · Interactive Learning Resource · Cooperative Group Assessment · Interactive Learning Resource Peer Review · Grading Standards and the SOLO Taxonomy Personal Learning Challenge/Reflective Practice (Individual) - 5 posts @ 7% = 35% Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice. Skills which may interest you include: · playing a musical instrument · riding a bicycle or unicycle · juggling · cooking, baking, or grilling (!) a series of more challenging recipes · breaking or starting a habit You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song. The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to experience the challenges associated with literally changing your brain in order to learn something and then to reflect on those challenges and successes to share what you have learned with the rest of the class in relation to what you are learning about designing learning experiences. In order to reflect on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest? Sharing your experience will be based on the data that you gather and will take place on your blog. Please narrate your experience for the rest of the class. Tell us about your process. How did you plan your learning? How did you work through challenges? Is is better to practice alone or with someone else? If you practice with someone else, is it more helpful if they are more skilled than you? Share your data with us! You don't need to become a YouTube or Instagram influencer through this process, so don't worry too much if the media you share isn't sparkly and slickly produced. It is expected that this will be a formative process, meaning you will be really bad at the beginning, and more skilled at the end. The most important part of this activity is for you to connect your learning process to what you are learning in this class about learning and learning design. It's all very meta. Each of your 5 graded blog posts (due at the end of weeks 1-4 and 6) .

1. · Personal Learning Challenge / Reflective Practice
· Learning Design Blueprint
· Interactive Learning Resource
· Cooperative Group Assessment
· Interactive Learning Resource Peer Review
· Grading Standards and the SOLO Taxonomy
Personal Learning Challenge/Reflective Practice (Individual) -
5 posts @ 7% = 35%
Beginning in the second week of the course, you will embark on
a personal learning challenge where you will challenge yourself
to learn a new skill. You are free to identify any safe and legal
activity which you would like to learn and you will have four
weeks to practice.
Skills which may interest you include:
· playing a musical instrument
· riding a bicycle or unicycle
· juggling
· cooking, baking, or grilling (!) a series of more challenging
recipes
· breaking or starting a habit
You are encouraged to complete the learning portion of this
activity with other people, either within the class or in your
local community. For example, if there are several people who
want to learn an instrument, you may want to work together,
form a band, and learn a particular song.
The main point of the activity isn't for you to become perfectly
proficient at your chosen skill, but for you to experience the
challenges associated with literally changing your brain in order
to learn something and then to reflect on those challenges and
successes to share what you have learned with the rest of the
class in relation to what you are learning about designing
learning experiences.
In order to reflect on your experience, you will need to
document your learning somehow. Data might include the ratio

2. of successful to unsuccessful attempts, time spent practicing,
subjective ratings of confidence in your ability, reports of
others related to the quality of your performance, pictures,
videos, audio recordings, etc. Once you have gathered some
data, look for patterns. What time of day is best for you to
practice? Was there a 'breakthrough' moment where everything
came together? What was most difficult? What was easiest?
Sharing your experience will be based on the data that you
gather and will take place on your blog. Please narrate your
experience for the rest of the class. Tell us about your process.
How did you plan your learning? How did you work through
challenges? Is is better to practice alone or with someone else?
If you practice with someone else, is it more helpful if they are
more skilled than you? Share your data with us! You don't need
to become a YouTube or Instagram influencer through this
process, so don't worry too much if the media you share isn't
sparkly and slickly produced. It is expected that this will be a
formative process, meaning you will be really bad at the
beginning, and more skilled at the end.
The most important part of this activity is for you to connect
your learning process to what you are learning in this class
about learning and learning design. It's all very meta.
Each of your 5 graded blog posts (due at the end of weeks 1-4
and 6) will be about your learning challenge and are worth 7%
of your final grade each for a total of 35% collectively.
Lastname 4
Persuasive Speech Title
Name: Student Name Here
Topic: Bees.
General Purpose: To persuade.
Specific Purpose: To persuade my audience that they should
save bees.
Introduction

3. I. Attention-Getter: How many of you like honey or flowers?
II. Central Idea: Bees are what make honey and are also a part
of the group of insects that pollinate flowers and food, and we
should help to save the bee population.
III. Credibility: I’ve always been interested in bees and these
last few weeks and I’ve done extensive research on bees going
extinct and how we can help stop that.
IV. Preview: Today, I will be telling you about why bees are
becoming endangered and how that will affect us, ways we can
help contribute to the stabilization and growth of the bee
population, and how the world will benefit from the bees not
becoming endangered.Body
I. Need: Not a lot of people may know this but bees are quickly
becoming endangered.
A. According Bee Facts, a book written by the National
Resource Defense Council, “In the United States alone, more
than 25 percent of the managed honey bee population has
disappeared since 1990.”
B. Bees are becoming endangered in several ways.
1. On way bees are becoming extinct is that they are losing their
habitat.
a. According to the article Bad news for bees, “Habitat loss,
which has reduced the abundance and diversity of floral
resources and nesting opportunities, has undoubtedly been a
major long-term driver through the 20th century and still
continues today” (Science).
b. Deforestation and development causes plants and flowers that
usually help bees survive, go away meaning the bees have less
and less means of survival. 2. Another way bees are becoming
endangered is through pesticides.
1. Tepedino says “bees, as low-fecundity organisms, are very
susceptible to insecticides and populations are slow to recover
from perturbations” (Tepedino, V. J.).
2. An experiment by Dave Goulson and Elizabeth Nicholls was
done in 2012 stated that, “Treated colonies had a significantly
reduced growth rate and suffered an 85% reduction in

4. production of new queens compared with control colonies”
(Goulson, D. & Nicholls, E).
C. If bees go extinct then we will lose many resources.
1. We will no longer have any natural honey since bees are the
producer of said honey.
2. We will lose pollinators meaning less crops and flowers will
be pollinated, leading to a fall in crop harvests.
3. If we lose bees than the NRDC says we are putting Apples,
oranges, lemons, and limes, Broccoli, Onions, Blueberries,
cherries, and many other foods at risk. (Bee Facts)
Connective: Now that you know why bees are endangered and
what will happen if we lose them, let’s talk about ways we can
help the bees.
II. Satisfaction: You can do many things to help save bees.
A. One thing you can do is to make a little bee fountain.
1. Make a small water bath for bees and fill them up with
pebbles.
2. The pebbles make sure the bees don’t drown while they get a
drink.
B. You can also plant a pollinator garden according to Moisset,
B. & Buchmann, from the USDA.
1. They say to “Plant your garden with native and bee friendly
plants.” (Moisset, B. & Buchmann).
2. “Plant native plants from your ecoregion” meaning flowers
native to where you live.
C. The USDA also says to avoid pesticides or choose non-
chemical solutions to insect problems. (Moisset, B. &
Buchmann)
D. According to the USDA you should also provide nesting
habitats for bees.
1. A simple bare spot here and there (no mulch or grass, just
bare soil) may be enough for an aggregation of hard working
soil nesting native bees. (Moisset, B. & Buchmann)
2. A sand pile may be even better.
3. Build or buy your own bee houses.
Connective: So now that you know how to help save the bees,

5. let me tell you how these efforts will pay off.
III. Visualization: If bees don’t become extinct then our
ecosystem will continue to thrive.
A. We will still have beautiful flowers to look at every day.
B. Our crops will still be pollinated meaning we will still have a
good supply of food left.
C. **Note that this Visualization is weak, further supporting
material is required***Conclusion
I. Review: So today I told you about why and how bees are
going extinct and how that extinction will affect us, then I
explained ways we can help contribute to the stabilization and
growth of the bee population. Finally, I talked about how the
world will benefit from the bees not being endangered.
II. Restate central idea: Bees are an essential part of
pollination and honey production and will have a detrimental
impact on the world if they were to go extinct so we should save
them.
III. Call to action: So, when you go home plant these seeds
so that you can save the bees.
Works Cited
Bee Facts. (2011). Why we need bees. Retrieved from
https://www.nrdc.org/sites/default/files/bees.pdf
Goulson, D. & Nicholls, E. (March 2015). Bee declines driven
by combined stress from parasites, pesticides, and lack of
flowers. Retrieved from
http://science.sciencemag.org.libproxy.lib.csusb.edu/content/34
7/6229/1255957
Moisset, B. & Buchmann, S. (2011). Bee basics: an introduction
to our native bees. Washington D.C.: Pollinator Partnership
Publication.
Science. (2012). Bad news for bees. Retrieved from

6. http://science.sciencemag.org.libproxy.lib.csusb.edu/content/33
6/6079/275.3
Tepedino, V. J. (1979). The importance of bees and other insect
pollinators in maintaining floral species composition. Retrieved
from
http://www.jstor.org/stable/23376607?seq=1#page_scan_tab_co
ntents
***** Note that your sources should be in MLA*********
Lastname 2
Persuasive Speech Title
Name: Student Name Here
Topic:
General Purpose:
Specific Purpose: Introduction
I. Attention-Getter:
II. Central Idea:
III. Credibility:
IV. Preview: Body
I. Need:
A. Subpoint:
1. Subpoint:
2. Subpoint:
3. Subpoint:
4. Subpoint:
B. Subpoint:
1. Subpoint:
2. Subpoint:
Connective:
II. Satisfaction:
A. Subpoint:
1. Subpoint:
2. Subpoint:
B. Subpoint:
1. Subpoint:

7. 2. Subpoint:
Connective:
III. Visualization:
A. Subpoint:
1. Subpoint:
2. Subpoint:
B. Subpoint:
1. Subpoint:
2. Subpoint:
Conclusion
I. Review:
II. Restate central idea:
III. Call to ACTION:
Works Cited
Lastname, Firstname, and Firstname, Lastname. “Title of
Article.” Title of Publication, vol. 1, no. 1, Year, pp. 1-100.
Speech #4: Persuasive Speech
Length: 6-8 minutes.
Points Possible: 80 points.
Purpose:
The purpose of this speech is to persuade your audience about a
topic using Monroe’s Motivated sequence.
Requirements:
The purpose of this speech is to persuade your audience.

8. Speeches must be organized using Monroe’s Motivated
sequence. Topics should be interesting to you the speaker and
related to the audience. Topics should be narrow and specific. A
minimum of five different academic sources are required and
must be cited during your speech (Wikipedia and forms of Wiki
are not academic sources). These sources must be included on
the works cited page of your outline. Topics for this speech
must be approved by the instructor via the topic selection sheet.
You will be evaluated on your introduction, subject matter,
Monroe’s Motivated Sequence (Need, Satisfaction, and
Visualization), organization, supporting materials, Ethos,
Pathos, and Logos, delivery voice, delivery-body, visual aids,
and conclusion.
Criteria for Evaluation:
1. Introduction (8 points): You will be evaluated on effectively
using an attention-getter, revealing the central idea of your
speech, stating your speaker credibility, and previewing your
three main points.
2. Subject matter (4 points): You will be evaluated on how well
the subject is related to the speaker, the audience, and the
occasion. The speech must call for a policy change.
3. Monroe’s Motivated Sequence: You will be evaluated on
proper use of Monroe’s Motivated sequence including:
a. Need (6 points): You must present a clear problem that needs
to be fixed.
b. Satisfaction (6 points): You must provide a clear and
achievable step-by-step plan/policy on how you are going to fix
the problem/need.
c. Visualization (6 points): You must show how your
plan/policy will look in place (how your plan/policy fixes the
problem/need).
4. Organization (6 points): You will be evaluated on having
clear organization between sub-points, clear connectives,
meeting the time requirement (6-8 minutes, you will be clapped
off at 9 minutes), and having equal time spacing among main

9. points.
5. Supporting Materials (8 points): You will be evaluated on
clearly citing five academic sources correctly as stated in class.
6. Ethos, Pathos, and Logos (8 points): You will be evaluated
on having a clear and appropriate appeal to ethics, emotion
and/or logic.
7. Delivery-Voice (8 points): You will be evaluated on your
vocal rate, volume, vocal variety, your speech being free of
verbal fillers/clutter, and use of appropriate language.
8. Delivery-Body (8 points): You will be evaluated on effective
use of eye contact, extemporaneous speaking, appropriate facial
expressions and gestures, and your posture and movement.
9. Conclusion (8 points): You will be evaluated on using a
review statement, restating your central idea, and ending with
an effective call to action.
10. Visual Aid (4 points): You will be assessed on effective use
of visual aid. Your visual aid should be the appropriate size,
should add clarity to your speech, and should be handled
effectively.Speech #4 Outline
Points Possible: 15 points.
Requirements:
For your persuasive speech, you are required to turn in a typed
full-sentence outline. A hard copy of the outline is due at the
beginning of class on the day you present your speech. Failure
to turn in an outline on speech day will result in not being able
to present your speech and receiving a zero for the outline and a
zero for the speech. The specific format of the outline will be
discussed in class and an example will be posted on
BlackBoard.
Criteria for Evaluation:
1. General and Specific Purpose: You must include the general
purpose and specific purpose at the top of the outline.
2. Labeling/Monroe’s: You must label and align each section
correctly using the style guide provided in class. Each part of
Monroe’s Motivated Sequence must be labeled correctly.
3. MLA: You must use correct MLA format throughout the

10. outline and on the works cited page.
4. Complete Sentences: Your outline must have a complete
sentence for every point. Each point should be limited to one or
two sentences.
5. Connectives: You must clearly label your connectives
between main points.
6. Spelling and grammar: You will be evaluated on proper use
of grammar and correct spelling.