1DavisP-EL-7003-82DavisP-EL-7003-8Develop Engaging Learn.docx

1
DavisP-EL-7003-8
2
DavisP-EL-7003-8
Develop Engaging Learning Activities
Grading Rubric
Introduction
The following grading rubric was developed, copy and pasted
from iRubric, a free online tool for creating rubrics.
(http://www.rcampus.com/rubricshowc.cfm?code=ZX6BC8B&n
ocache=1476624903595)
Title: SGIQ Simulation Assessment Rubric
Teacher Name: _____________________
Student Name: ______________________
Date: ___________________
Poor20 pts
Fair40 pts
Good60 pts
Excellent80 pts
LMS portal usage and management
Poor
- student unable to create his or her Learning management
system portal account on their own even after going through the

user manual.
- Unable to submit class assignments and exams through the
SQIQ account.- The student does not respond to others on the
discussion posts.
Fair
- The student can open the portal account after help from others
and the teacher. - The student is not able to perform most of the
basic activities on the SGIQ dashboard like accessing exam
questions.-A student can submit class assignments but after
deadlines or do not meet all the requirements for the system.
- Late response to others in the discussion area.
Good
- Students can create their portal accounts with one or two
errors. E.g. poor passwords etc. - The student can access and
submit online tests in time and with a little help.- Students are
able to post their weekly responses on the discussion post.
Excellent
- Students can create their portal accounts with no errors. - The
student can access and submit online tests on time and without
any help.
- Perfect masterly of the LMS and student can even contribute
to discussion questions before deadlines.
Research and content
Poor
- Students are not able to locate online resources which can be
used for references.- The student does not even understand the
role of online platforms in research.
- Student does not submit the relevant document types
Fair
- The student understands the online platforms but cannot

identify the professional resources.- Student submits the
intended work with a little customization of the MS Word
templates.
-
Good
- The student understands the difference between a profession
and unprofessional resource and the sites for the professional
resources.
- The student submits most of their work does not understand all
the instructions.
Excellent
-Students understand all the assignment instructions and follow
them to the letter in their work. - A student can identify online
professional resources without any problem.- Student submits
MS Word documents with maximum customization.
Format and referencing
Poor
- Poor structure of research documents is submitted through the
portal. For example, submitting word document instead of excel
spreadsheet.
- No supporting information from relevant professional
resources.
- No reference list.
- More than 6 grammatical errors in the submitted work.
Fair
- Some of the documents (less than 3 assignments) have poor
formats.
- Professional resources are used but not cited and vice versa.
- 4 or 5 errors in grammar.
Good

- One or no assignment submitted has a bad format or file type.
- Assignments have both reference lists and properly cited even
though the number of resources is not enough.
- Two or three grammar errors.
Excellent
- All assignments submitted through the portal are of correct
file types.
- Assignments have the required number of professional
resources with proper citations and referencing.
- one or no grammatical errors
Justification and Reasoning
As with any other good grading rubric, the developed rubric
helps students to know the worth of their assignments and
exams (Carbery, A. a., & Leahy, S. s. (2015).). The grading
rubric constructed above was aimed at ensuring the students
meets the entire learning outcome at each of the five bloom’s
level. The following are the specific reason for each criterion
used in the rubric.
LMS portal usage and management; this criteria is the main
focus of the entire learning activity. The learning activity is to
ensure the student understands how the use the SGIQ based
simulation in the learning process. The students will, therefore,
be required to understand various aspects of the system. Among
these outcomes expected when using the learning management
system is the ability to create a student account commonly
known as a student portal. Creating a student portal involves
one of the Bloom's level as well. It helps students acquire skills
on using various computer applications. Therefore, when
analyzing this area, students with no portal account will imply
that they have mastered no skill on creating an account.
Therefore, there performance will be regarded "poor." Students
with a portal account and can use the account to accomplish

some assigned tasks will be regarded as having "Excellent"
performance.
Research and content criteria; a good rubric should assess the
research process and understanding of research methodologies
(Rowntree, 2015). This involves assessing the student's
understanding of the research process. It also involves looking
into their posts on the discussion posts through the SGIQ
simulation and the assignments done. Despite the students
knowing how to use the simulation or LMS, there are required
to know various resources to support their topics and claims
they make within their discussions (Stevens, 2013). The
resources they use can be unprofessional or professional. This
criterion seeks to identify the understanding of the student on
professional and unprofessional resources. It also includes the
identification of online sites and databases with professional
resources. It is after the teacher has guided them on how to
identify a professional resource that they will remember and
apply the acquired knowledge (Walvoord, 2011). Therefore, the
criterion clearly addresses two Bloom’s levels which are
understanding and applying.
Format and referencing; formatting involves the general
structure of the submitted answers. Students are required to
abide by a standard format for structuring their papers, essays,
excel sheets or even PowerPoint documents. For instance,
students can be showed the common APA standard for
formatting their research papers. They are therefore required to
remember these formatting styles and ensure quality and
readable answers (Falchikov, 2013). They are also required to
reference and cite their work accordingly. The criteria involve
four levels of student understanding. The "Poor" level involves
those students who did not understand these concepts of
formatting and referencing or those who cannot remember
anything on formatting and referencing. These students also
indicate that Bloom's level of "Remembering" is not reached.
They can, therefore, be helped to reach the level by applying the

required format. "Excellent", the highest on the rubric scale,
indicate performances which shows that the student has
mastered the "Remembering" level and the learning outcomes in
this level have to be met.
References
Carbery, A. a., & Leahy, S. s. (2015). Evidence-based
instruction: assessing student work using
rubrics and citation analysis to inform instructional design.
Journal Of Information Literacy, 9(1), 74-90.
Falchikov, N. (2013). Improving assessment through student
involvement: Practical solutions for
aiding learning in higher and further education. Routledge.
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K.,
Cheng, J., ... & Klemmer, S. R.
(2015). Peer and self-assessment in massive online classes. In
Design Thinking Research
(pp. 131-168). Springer International Publishing.
Rowntree, D. (2015). Assessing students: How shall we know
them?. Routledge.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An
assessment tool to save grading
time, convey effective feedback, and promote student learning.
Stylus Publishing, LLC.
Walvoord, B. E., & Anderson, V. J. (2011). Effective grading:
A tool for learning and
assessment in college. John Wiley & Sons
1
DavisP-EL-7003-8

Learning Activity
Introduction
The learning activity in this assignment involves the use of a
learning management system or LMS to help a student go
through various levels of Bloom's learning taxonomy. The
learning management system involves a gaming system called
Serious Gaming Interactive Questions or SGIQ (Šimic, G. et
al.,2015). This gaming system forms a large part of the learning
activity, and the following table shows the Bloom's learning
levels and activities involved.
URL’s Off LMS:
https://www.lynda.com/D2L-tutorials/Up-Running-
Desire2Learn/141463-2.html
http://cca.gnomio.com
Bloom’s Level
Learning Outcome
Activity
Analyzing
Comparing, distinguishing and identifying the online
professional resources for conducting research both in class
assignments and professional environments.
Familiarize yourself with a L.M.S.
URL:
https://www.lynda.com/D2L-tutorials/Up-Running-
Desire2Learn/141463-2.html
Students will be required to;
- Compare various online resources such as videos,
audios, journal and e-books regarding professional resources
and those that are not.
- Identify the resources within the L.M.S resource center
that are related and can be cited for a particular topic.
Assessment will be done by giving the students an essay
question or topic in which they will be required to use the

resources in the school’s LMS system for research. They will be
required to cite and reference those resources.
Evaluation
Communicate, contribute and respond to other course colleagues
on posted topics via the discussion groups and email.
- Reply to at least two of their classmates’ posts in a
weekly discussion forum via the SGIQ portal.
- Participate in a discussion forum by posting their views
on a particular topic related to classwork and e-activity.
Students will be assessed on a weekly basis on skills learned;
Teachers will use the L.M.S. embedded testing module to
produce tests, quizzes, true/false questions or matching (i.e.
click and drag type questions) and other types of media/videos
can be uploaded for additional assessments entities.
Remembering
Recalling, defining and presenting to the class without
referring.
- Present their finding in the class on the importance of
using Learning Management Systems.
- Defining the Learning management system
- Recall the LMS registration details they provided in the
first week to reset their accounts and advance to the main
examination of the course.
This will not involve any exercise but the ability to advance to
module 2, or the main examination LMS section will show that
the student has met the outcomes of this Boom's level.
Applying
Operating and modifying out-of-classroom objects using the
knowledge learned.
- Apply the knowledge learned from the LMS and use of
Microsoft Office suite to perform a qualitative research on a
topic of their own.
- Operate and modify various online word processing

templates to generate customized documents and submit them
through the learning portal.
Assessment will include the weekly exercise on the use of the
LMS questions area to submit sections of the essays. The essay
will be done in bits and the final paper submitted in the final
week.
Understanding
Explaining the working of the LMS
- Explain to a new student the steps taken for them to
open an LMS student portal account.
- Explain how to post a discussion post and how to submit
an answer to weekly assignments
An exercise will then be given that will involve the students'
understanding of how to use the LMS to do a ten-question test.
The test will be timed, and after the allocated time elapses, it
will submit the answers and grade the students.
Creating
Acquiring skills in computers and computer applications that
will help them solve computer related problems outside the
classroom.
Students are required to;
- Create word documents, excel worksheets, and access
databases using Microsoft suit.
- Modify templates in Microsoft Office Word to generate
customized documents and submit them through the learning
portal.
- Create their online portals by submitting their details
and credentials.
- Devise a way to extract useful and professional
information from the internet for academic needs and also other
purposes.
Assessment of this activities will include giving them the
exercise of the usage and application of MS Office and also
asking them to provide online professional resources for a
particular discussion topic.

Analysis of the learner experience
This learning activity assimilates some useful technologies and
ideas that can help a student expand their experiences on real
world instructional options using the tools in an LMS. The
experience is exciting because it involves watching videos
identify various professional resources and also having an oral
class presentation. The activity is also based on a learning
management system that can be a bit new to the students and
therefore making them learn the basic and advanced features of
the game.
The LMS's questions are also timed, and this creates a nice
experience for the student to test their time management skills.
Concentrating on the same question which they are not sure
about can lead to time loud and hence poor results. Arranging
one's time is a key skill that the learners will acquire during the
experience in this activity. The activity also made a few
modifications to include the Microsoft Office suite of the
packages like Word processors, worksheets and databases are
extremely important in the class and outside the class.
References
Herlo, D. (2011). E-learning tools for teaching and learning.
Journal Plus Education, 7(2), 110-
115
Papanikolaou, K., & Boubouka, M. (2011). Promoting
collaboration in a project-based e-
learning context.
Šimic, G., Jevremovic, A., Kostic, Z., & Ðordevic, D. (2015).
Assessment based on serious
gaming interactive questions (sgiq).
Tsai, F., Tsai, C., & Lin, K. (2015). The evaluation of different
gaming modes and feedback
types on game-based formative assessment in an online learning
environment.

1
DavisP-EL-7003-8
Overview/Introduction
With the technological advancement, several web based tools
including blogs, virtual worlds, Really Simple Syndication
(RSS), e-portfolios, Skype and Web 2.0 are being used for e-
learning classes. Now learning has become the interest of
learner and it is doing in schools, rather in appropriate
environments regarding the choice of learners. Web 2.0 is a
broad term which comprises different meaning which include an
emphasize on user generated contents, sharing of data and
contents, collaboration among learners, collective use of
different kinds of social software, interaction the websites and
web applications in new and creative ways and use of these
applications to generate, publish and consume the consumer
contents Greenhow, Robelia, & Hughes, 2011()
.
With the emerging trends of distance learning, Web 2.0 has
become an important tool to assist the students to acquire the
knowledge more effectively in a collaborative environment
especially in higher education. The Web 2.0 can be used to
promote the learning skills both in face to face classes and e-
learning environment. However, the effectiveness of this
program and software is highly dependent on development of
digital learning materials, the learning environment, learning
blogs, collaboration among learners and social networks Wankel
& Blessinger, 2013()
. The objective of current paper is to do an analysis of Web 2.0
regarding the effectiveness of e-learning environment, Bloom’s
level of learning, engagement of students and activities to
develop a collaborative environment in class through web 2.0
apps.

The Different Tools of Web 2.0
After 2005, several new tools of e-learning were introduced for
general as well as educational use. The main feature of all these
application of Web 2.0 was the empowerment of end-user,
generating and disseminating the user information on the
appropriate cost and time of users. Regarding the e-learning
environment, some important applications of Web 2.0 with their
details are given below.
i. Audio/Podcasting
Podcasting is actually the process of uploading the multimedia
files on websites which are downloadable and portable.
YouTube, e-portfolios, podcast.com, Apple podcast apps,
iTunes and Flickr are common websites for podcasting.
ii. Blogging/Micro-Blogging
Blogging is a chronological and most effective to express the
personal thought and then conveying them to variety of people.
Blogs can be used as personal diary or the description of
particular event. Bloggers and Stephen’s web are common
sources for blogging Sclater, 2013()
.
iii. Social-Networking
It works like e-portfolios. Actually, it is the process of creating
an online community to interact, communicate and sharing their
thoughts and information regarding the study or live incidents.
Facebook, Twitter, Instagram, My Space and there are several
other social networks are common sources of social networking.
iv. Wikis:
Wikis are most effective application of Web 2.0 to enhance the

collaboration among learners. Wikis are open and collective
sources of publications allowing the people to contribute and
then editing particular body of information in a collaborative
way.
v. Multimedia Archives
It works like podcasting. It allows the people to post and
download and video, audio, photographs and several other
media files for learning. However, multimedia archives also
allowed the people to communicate over website Sandars,
Homer, Pell, & Croker, 2015()
.
vi. Synchronous Communication Tools
These tools are Very common in e-learning environment.
Actually, they allowed the people to communicate over the web
anytime visually. Adobe connect, Illuminate and Skype are very
common example of Synchronous communication tools.
vii. Listservs and Discussion Boards
These are very common in e–learning environment. The primary
objective of Listservs and Discussion Boards is to engage the
students and keep them working. Through discussion boards,
students can post their threads and then discuss over them.
Additionally, they are very effective to enhance the
collaboration among students which is an effective feature of
Web 2.0 Chen, Lambert, & Guidry, 2010()
.
viii. Mobile learning
An emerging application of Web 2.0 is mobile learning. It
allows the people to access information from any site, anytime
and anywhere. It could be the most advanced application of

Web 2.0. The educational institutes have their academic
applications which let the students to access their academic
updates anywhere and anytime.
Regarding my course, I have selected maximum “student
interaction and student collaboration” as the primary learning
outcomes of application of web 2.0. Although all mentioned
applications are very effective, however I have found social
networking, mobile learning, Listservs and Discussion Boards
as the most effective apps of web 2.0 to achieve the learning
outcomes for my students Sandars, et al., 2015()
.
Bloom's Taxonomy of Learning
Bloom's taxonomy is actually a set of three hierarchal learning
models designed on the base of complexity and complexity and
specificity. Cognitive, effective and sensory domains are three
levels of learning for Bloom's taxonomy. The description of
these three domains is given below.
The Cognitive Domain:
The cognitive domain is about traditional educational system
while and it is mostly used to structure the learning objectives
and assessment methods. It is about exhibiting memory of
learned materials through recalling the facts, concepts, terms
and categorizing the knowledge. Applying, analyzing and
synthesizing are three levels of cognitive domain.
The Affective Domain:
It is about the emotional reaction of people to the pains of other
and feeling their pain as well. This domain actually targets the
growth and awareness in attitudes, emotions and feelings.
Receiving, responding, organizing, valuing and characterizing

are five levels to affective domain Forehand, 2010()
.
The Psychomotor/Sensory Domain:
This domain is about ability to physically manipulate a tool or
instrument. This domain focuses in the change in attitude and
behavior after the learning process. Perception, set, guided
response, mechanism, complex overt response, adaptation and
origination are levels of sensory domain. A diagram
interlinking six levels of Bloom's taxonomy is given below
Bloom, 2013()
.
This diagram clearly depicts role of Bloom’s level of learning
in e-learning environment and the most appropriate learning
activity regrading each level. Teaching and lecturing the
students is first step for knowledge creation both in traditional
and e-learning environment. This teaching process finally ends
at remembering and teaching the others. Gaining the
competency in a particular subject is ultimate competency of an
individual to teach others.
Proposed Learning Activities Using Web 2.0
There are two primary outcomes associated with these
activities.
· Development of socially interactive and collaborative culture
in class
· Developing the reading skills of students and providing them
the in-depth knowledge of their concerned fields
Although both outcomes are important, however first outcome is
primary objective to achieve in all activities.

Activity 01: Individual Keyboarding/Reading Assignments and
Small Group Discussions
As discussed earlier, to enhance the social interaction and
collaborative learning is primary objective of using web 2.0
applications. To achieve this objective, the first activity is
assigning the individual assignments to students and then asking
for to read these assignments individually. These assignments
will be provided through media files and there are two primary
objectives related to current assignment. The first one is
developing the reading skills of students and them conducting
the group discussion on discussion forums.
The students are expected to read the assignment carefully and
focusing on its central theme. After this, a discussion question
would be posted on discussion boards and students will be asked
to participate in discussion. Peer response is an important
element of currents strategy. Participating in discussion,
reading the peer response and then responding the peer response
will cause the social interaction and collaboration which are
ultimate objectives of current study.
Activity 02: Diagramming & Schematics Group Projects
The primary objective of this activity is development of a
collaborative environment, while secondary objective is
promoting the learning level of students regarding the use of
computer. In this activity, the groups of students will be made.
Each group will be provided a list of uses and limits of
particular social network application. Each group will be asked
to prepare a group project on design, dynamics, advantages,
disadvantages, limits and creating an annotated wireframe for
that project.
For example: There are three groups in class named as Group
A, B and C. Group A will be asked to prepare a project on
Facebook, Group B will be asked to prepare a project on twitter

and Group C will be asked to prepare project on My Space. First
it will enhance the collaborative learning on group level. After
the submission of all group projects, a common question will be
posted through Discussion Boards that:
Which social network app is more effective to promote the
collaborative learning within the class?
This question will bring the discussion from class level to group
level. Through discussion and argumentation, the instructor can
choose a particular social app to build the social network of
class and developing a socially interactive culture.
Activity 03: Think Pair Share
In this activity, students are assigned various activities together
and they are divided into pairs. Each pair is assigned same
scenario and they are expected to bring innovative ideas. On
due date, each pair post their answer and graphically represent
it. This representation could be in the form of a recorded media
file, PPT of Prezi. After presentation, the other pair groups will
be asked to criticize and raise questions regarding their ideas.
The presenting group is liable to answer those questions and
clarifying their doubts. A deep discussion is expected among
the students regarding a single scenario which will help to
develop a collaborative and social interactive culture through
various applications of Web 2.0.
References
Bloom, B. S. (2013). Handbook on formative and summative
evaluation of student learning.
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010).
Engaging online learners: The impact of Web-based learning
technology on college student engagement. Computers &
Education, 54(4), 1222-1232.
Daher, T., & Lazarevic, B. (2014). Emerging instructional

technologies: Exploring the extent of faculty use of web 2.0
tools at a midwestern community college. T
Forehand, M. (2010). Bloom’s taxonomy. Emerging
perspectives on learning, teaching, and technology, 41-47.
Greenhow, C., Robelia, B., & Hughes, J. E. (2011). Learning,
teaching, and scholarship in a digital age Web 2.0 and
classroom research: What path should we take now? Educational
researcher, 38(4), 246-259.
Sandars, J., Homer, M., Pell, G., & Croker, T. (2015). Web 2.0
and social software: the medical student way of e-learning.
Medical teacher, 30(3), 308-312.
Sclater, N. (2013). Web 2.0, personal learning environments,
and the future of learning management systems. Research
Bulletin, 13(13), 1-13.
Wankel, C., & Blessinger, P. (2013). Increasing student
engagement and retention in e-learning environments: Web 2.0
and blended learning technologies (Vol. 6): Emerald Group
Publishing.
1
DavisP-EL-7003-8
Research Web 2.0 Tools
At start of every school year, of the instructional profession, a
subject matter diagnostic is administered, mainly at the
beginning of the class, to gauge what their students do or do not
know about the subject course that they are enrolled in. In the
U.S., the main role of having assessments in place is to ensure
that students are equipped with a general knowledge of the

world and function therein (Pellegrino, J. W., 2014). Traditional
forms of assessments can be a simple question and response,
like raising hands, a pen/pencil to paper exams, quizzes, test, or
other form of high stakes achievement test. Assessments, such
exit exams, finals, or comprehensives, are administered once a
student meets a particular standard to certification, high school
diploma, or degree conferral. To date, emerging technical
innovations have pushed for school and district policymakers to
reevaluate the way in which K12 incorporates these new
innovations to their schools framework (Pellegrino, J. W.,
2014). In my attempt to explore traditional assessments, as well
as trending technologies, which can be utilized as e-learning
assessments.
Regardless of all this, there are yet those academic
environments that depend on traditional, in-class, instruction
which attributes to educating students. To remain abreast of
these changing instructional, technical paradigms, it is
inevitable that these academic institutions understand the
importance of e-learning and strategic decisions should be made
to adapt the e-learning assessment techniques and transforming
their traditional class based learning system into e-learning
environment.
· How do you transfer traditional assessment to the e-learning
environment?
No longer is the calculator, and even, the overhead projector the
only tools used to disseminate instruction for students. Now,
computers have become a necessary hardware to have in your
schools. Technology has grown exponentially of the past
several years and is now utilized in educations just about in
every level of instruction classroom instruction (FitzPatrick, T.,
2012). Armed with this knowledge, teachers must now learn
how to transition from their classical way of assessing and
transfer into an e learning or virtual teaching environment. The

transition is now always convenient and is often riddled with
problems. For instance, teachers need more time for training
and space to familiarize themselves with the online tools, items
and navigational features of their new e-learning assessment
environment (Crews, T. B., et al. (nd).
Past researches have yielded that the inclusion of technology to
student assessment process brings the efficiency (Pellegrino, J.
W., 2014). In discussion of e-students assessment process, the
interaction between learner and instructor has been stated as an
important component. Assessment should be the part of
learning-teaching process and learner centered approach should
be used for an effective assessment of student. The past
research studies regarding the transformation of face to face or
traditional learning environment has introduced a variety of
assessment tools to transform the traditional learning into e-
learning (Omar, Kalulu, & Alijani, 2011). Kalulu, et al.denote
some of the commonly used assessment tools for e-learning
environment:
1.
Use of available assessment software (Forum-Manager)
2.
The Rubrics and bulletin board
3.
Peer/Self-assessment
4.
E-portfolios/E-Journals and Plagiarism Checking
5.
Virtual Mentor (VM)
1. Use of available assessment software

The most recommended channel to transform a F2F (face-to-
face) assessment into e-learning environment is use of software.
In F2F environment, the assessment feedback of instructor is
verbal and this assessment is synchronously in nature. In e-
learning environment, the assessment could be synchronously or
asynchronously. Synchronously assessment is quick assessment
and it could be made through asking the students to post
discussion threads and participating in discussion. However, it
is not an adequate assessment and then most difficult task for e-
instructor is to assess the quality of discussion (Laurillard,
2009). ForumManager is software which can be used to assess
the quality of discussion as well as assignment submitted by
students. ForumManager is a Microsoft excel program and it
works on the base of ARG-EVID where ARG is for argument
and EVID is for evidence. Apart from this, WebCT is also
recommended software to bring the technological assessment
into traditional learning environment.
2.
The Rubrics and bulletin board
In traditional learning environment, the instructors use the
rubrics to measure the performance of students and their
academic progress. Through digitalization of these rubrics, they
can be used as bulletin boards in e-learning environment. It is
asynchronous nature of bulletin boards which make it popular
among the e-learners. Through bulletin boards, the students can
post their responses anytime according to given rubrics. The
students have time to check their grammar, punctuation and
spelling mistakes as well (Al-Hassan, 2010). More advanced
bulletin boards also provide the communication facility between
e-learner and instructor. In this way, it promotes the
interactivity factor of e-learning environment.
3.
Peer/Self-assessment
In traditional learning environment, teacher’s report, teacher’s

feedback and teacher’s comments are only source of student
academic assessment. A F2F learning environment can be
converted into e-learning environment through giving a chance
to students to assess the performance of each other. The
students can assess each other on the base of educational
performance, grades, skills, time management, intelligent and
communication as well. In e-learning environment, the students
use the bulletin boards or comments portal to assess the
performance of each other (Cirit, 2015).
4.
E-portfolios/E-Journals and Plagiarism Checking
E-portfolios and e-journals are very powerful resources to bring
technology in traditional classrooms. Collection, selection,
reflection, projection and presentation are five key elements of
e-portfolios or e-journals. It is the perception that assignments,
produced by student, presents him/her more effectively as
compared the grades of students. Through plagiarism checking,
the academic integrity of the student work can be ensured.
That’s why; e-journals and e-portfolios are considered more
effective assessment tools as compared to F2F assessments
because of their reflective, authentic, and interactive features.
5.
Virtual Mentor:
The virtual mentor (VM) is most effective tool to convert the
traditional learning environment into a well-structured,
synchronized and well-instructed multimedia based e-learning
environment (Hillen & Landis, 2014). Interactivity, mulita-
media integration, intelligence, self-directivity and flexibility
are some key elements to consider while transforming the
assessment of face to face learning into e-learning. VM is end
result of whole transformation and it is completely based on
assessment through technological tools, software and bulletin
and online quiz or plagiarism checking of assignments
submitted by the students. In short words, a VM assessment

environment results when a F2F learning system is completely
transformed into e-learning environment including all set of
instructions and assessment tools (Hemby, Wilkinson, & Crews,
2010).
· What trending technologies offer a high degree of engagement
among students?
Both in traditional or e-learning environment, the student
engagement are compulsory to make the learning process
efficient and fruitful. It is the era of technology, and IT has
become the crucial element in all sectors of human encounters.
In education sectors, the educational institutes are moving
towards the adoption of various technological tools to enhance
the student engagement. A teacher can encourage and motivate
the students to read, however learning depends on upon the
student. If a student is disregarding the particular lesson, the
teacher should dig out the reason that why the student is
inattentive instead of enforcing the student to learn that lesson
(Beebe, Vonderwell, & Boboc, 2010). After the advancement of
e-learning environment, the educational experts recommend
different technological tools to keep the student engaged with
classwork. I present a list of 5 trending technologies offering a
high degree of engagement among students, which are:
1. Using writing Applications on P.C.(Personal Computer)
tablets or laptop
2. Remote Desktop
3. Use of audio/video presentations and Recorded lectures
4. Podcasting
5.
Online Discussions and Debate forums

· How do you promote collaboration using the Web 2.0
technologies?
Web 2.0, a term introduced in 2004, (den Exter, et al. 2012),
describes a period when people recognized the fact that it is not
software that enables the website, but rather these are services
that enable the website to process the services for its users. Web
2.0 is all about collective intelligence as well as collaboration
among the users. Actually, Web 2.0 is the second generation of
digital technologies where internet users can read, write, edit
and collaborate through using synchronous and asynchronous
tools. It is akin to the same process as html (hyper-text-markup-
language), the language, or "coding" used by web browsers to
interpret and translates to a common language that the user can
understand. Wikipedia and other writing blogs are ample
examples of Web2.0 (den Exter, et al., 2012).
After the advancement of technology, e-learning is also moving
towards the adoption of Web2.0 to enhance the collaboration
among the students and academic activities. In last few years, it
has been realized that shaping and sharing the knowledge and
promoting the collaborative findings. In e-learning, an
integrated version of Web 2.0 should be implemented to
enhance the collaboration. The integrated version of Web2.0
includes these elements: Teacher, Student, Pedagogy, Presence,
Guidance, Time pressure, Structure and Design, Curriculum,
Individual knowledge creation, Collective knowledge creation,
reflection and critical thinking. The alignment of all these
factors results in collaborative learning within the classroom as
well as on social forums established by the institution (Omar, et
al., 2011).
Additionally, establishing the social interaction forums is also
an ideal way to enhance collaboration through web 2.0. Web 2.0
developed a knowledge or educational community. Every

individual using the applications of Web 2.0 is expected to
participate in this community and to share the ideas. Learning
forums are an important application of web 2.0 to promote the
collaboration among students. Social dynamics, social
infrastructure, social interactions for knowledge creation are
some of the goals of web 2.0 in the e-learning model (den Exter,
et al., 2012).
· How can mobile applications change learner engagement?
Cellular technology has accelerated in speed, and has made its
modular phones become one of the necessities of life, plus it is
a good opportunity for educational institutions to engage the
students through launching mobile applications. To date, we
can safely assert that there are many schools, in the US, and
abroad, which have launched mobile applications for their
website and online courses to provide high flexibility to their
students. Kaplan University, University of Phoenix and Ashford
University are some famous educational institutes providing the
mobile access to online courses for their students (Cirit, 2015).
Like other technological devices, mobile apps (applications)
have also become a popular tool to engage the students in
academic activities. These mobile apps provide general
information about the university, updates regarding school
events, synchronous, and asynchronous, feedback from
instructors, comments from peers, social media integration,
Real-time analytics and several other Social features. Apart
from this, mobile applications can have convenient features to
help the student in some other ways such as: schedule
appointments, receive Alerts, enable push notifications,
assignments, exams and Course schedules, timetable sharing,
class walls, and study group (Hemby, et al., 2010). The students
can post their assignment, can receive their results and
communicate to their tutors.

· What evidence supports the use of trending technologies over
the traditional assessment?
As presented earlier, emerging technologies and traditional
classrooms are adopting the technological advancement in the
educational sector to secure their future and to compete in the
global market. It is an era of technology and technology has
taken front center to be the most appropriate tool to engage the
students in classrooms and to assess their performance. Some
shreds of evidence, regarding the use of trending technologies
over the traditional assessments, are listed below (Beebe, et al.,
2010).
•
A rubric is a common method of assessment being used by both
f2f (face-to-face) classrooms and e-learning environment
(Laurillard, D., 2009). The rubric system has been transformed
from traditional learning environment after its digitalization.
•
Peer and the self-assessment procedure is also in use of
traditional educational system. However, in the f2f educational
system, Peer and self-assessment procedure is conducted
through paperwork.
• Lastly, audio and video presentations, online and software
media rich content, have become very common in a traditional
learning environment. Additionally, the students in traditional
learning environment have personal accounts with social media
to keep in touch and interact with the peers.
References
Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging
Patterns in Transferring Assessment

Practices from F2f to Online Environments. Electronic Journal
of E-learning, 8(1), 1-12.
Crews, T. B., Virginia Hemby, K., Wilkinson,K., (nd).
Converting Assessment of Traditional Classroom
Assignments to the e-Learning Environment.
http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1041&co
ntext=ojwed retrieved 9/26/16
FitzPatrick, T. (2012). Key Success Factors of eLearning in
Education: A Professional
Development Model to Evaluate and Support eLearning. Online
Submission,
Future Internet 2012 future internet - MDPI. (n.d.). Retrieved
from
http://www.mdpi.com/1999-5903/4/1/216/pdf
Hemby, K., Wilkinson, K., & Crews, T. B. (2010). Converting
assessment of traditional classroom
assignments to the e-learning environment. Online Journal for
Workforce Education and Development, 2(2), 2.
Laurillard, D. (2009). The pedagogical challenges to
collaborative technologies. International Journal
of Computer-Supported Collaborative Learning, 4(1), 5-20.
Omar, A., Kalulu, D., & Alijani, G. S. (2011). Management of
innovative e-learning environments.
Academy of Educational Leadership Journal, 15(3), 37.

Pellegrino, J. W. (2014). Assessment as a positive influence on
21st century teaching and
learning: A systems approach to progress. Psicología Educativa,
2065-77. doi:10.1016/j.pse.2014.11.002
1
DavisP-EL-7003-8
Design and Develop the E-learning Course
Learning Outcomes for Computer Concepts with Applications
Online instruction, and training is, by far, one of the largest, if
not, successful, alternative platforms to educate and train
business corporations, as well as academia, without the physical
presence of being in a building or classroom or, at least, having
to travel to one. The technical wireless conveniences, found in
most mobile communication devices, provide synchronous, as
well as asynchronous, expansion of data/information, to the
masses instantaneously (Poe, Myra, & Stassen, Martha L.A.,
(n.d), pg. 8). While recognizing that most of higher education
take the lead in offering degree programs secondary education
(grades 9th - 12th) has also made use of this online medium to
supplement and/or complement their curriculum by utilizing a
plethora of online academic intervention services such as
APEX, A+… Yet, there are, however, those sites that offer
more features than that of the core curriculums (Hawkins, A. et
al. (2013).
LMS (Learning Management System) is the learning
environment to house course material as well as manage all
aspects of the classroom experience in a virtual environment.
In preparation for the experiences of learning in a virtual

managed system, of which many higher education institutions
are currently using, high schoolers need to be exposed to the
online learning system as well. As an instructional designer we
must outline the learning objectives in order to deliver this
content in a systematic way to reach our intended audience.
Following Bloom's taxonomy of higher order thinking is one of
the many suggested cognitive processes that is intended assist in
preparing instructors teach their course content (Callens, M. V.,
2014). In this assignment I will attempt to outline learning
outcomes, attributed to Bloom's Taxonomy, for a Computer
Concepts with Applications course for incoming high school
freshman's.
As a course that is appropriate for all students in high school,
the learning outcomes to be addressed for this course, Computer
Concepts with Applications, are as follows:
· Demonstrate, utilise, navigate and Access L.M.S. to read, post
and retrieve assignments.
· Develop an awareness of skills that could lead to effectively
use computers outside of the classroom environment.
· Communicate, contribute and respond to other course
colleagues on posted topics via the discussion groups and email.
Blooms
Learning Outcome
Activity
Comprehension
Application
Analysis
· Demonstrate, utilise, navigate and Access L.M.S. to read, post
and retrieve assignments.

Students are required to:
· Go to the computer lab and log-in, with their account
information and familiarize themselves with features of their
courses web site; Exercises may include, yet not limit
themselves, to: Reading and responding to colleagues, or
uploading documents.
Cognition
· Develop an awareness of skills that could lead to effectively
use computers outside of the classroom environment.
Students are required to: Learn computers skills that may
include, yet not limit, itself to: proper tactile use of an
alphanumeric keyboard; Create and print documents; Use M.S.
office software; learn how to use the internet to search for
information
Evaluation
· Communicate, contribute and respond to other course
colleagues on posted topics via the discussion groups and email.
Students will be assessed on a weekly basis on skills learned;
Teachers will use the L.M.S. embedded testing module to
produce tests, quizzes, true/false questions or matching (i.e.
click and drag type questions) and/or other types of
media/videos can be uploaded for additional assessments
entities.
Learning outcomes of Computer Concepts with Application
(CCA) courses may vary from state to state yet are teachers to
assess their students various thinking levels. We do this to make
sure students taking the CCA course are given fair and equitable
tests so teachers can know their students correct skills set.
Checking for understanding takes on two forms of assessment,
formative or summative. Teachers are given the liberty to use
whatever testing methodology (i.e. quizzes, short answers, or
exams) they feel would be suitable to their learners ability.

Story Board
IMAGE DESCRIPTION: Learning Outcome#1: Demonstrate,
utilise, navigate and Access course web sites L.M.S. (Learning
Managed System) to read, post and retrieve assignments.
Taxonomy Domain: Comprehension, Application,
Analysis
NARRATION: As students enter the computer lab, instructor
will direct students to follow written instructions and the board
to create their course accounts and log-in to the L.M.S. After
the students log-in, instructor will teach students how to
navigate and familiarize themselves with the features of the
online course site. As the students create their accounts,
teacher will walk about the classroom to check students’
progress.
TRANSITION: Fade to next screen
COMMENTS: The point of this first learning outcome is to give
the students enough time to just become familiar with features
of their course site. Many students may not be familiar with, or
have experienced, working with, online course content.
Instructor should make allowances for students to take their
time and become accustomed with the course features.
IMAGE DESCRIPTION:Learning Outcome#2:Develop an
awareness of skills that could lead to effectively use computers
outside of the classroom environment.
Taxonomy Domain: Cognition

NARRATION: Students are required to: Learn computers skills
that may include, yet not limit, itself to: proper tactile use of an
alphanumeric keyboard; Create and print documents; Use M.S.
office software; learn how to use the internet to search for
information
TRANSITION: Fade to next screen
MUSIC: none
COMMENTS: Teachers can direct students to look online for
various career industries that involve the use computers to
communicate thoughts, ideas, opinions, and create documents of
various formats (i.e. resume’s, business letters, and/or
brochures).
IMAGE DESCRIPTION: Learning Outcome#3: Students will be
assessed on a weekly basis on skills learned; Teachers will use
the L.M.S. embedded testing module to produce tests, quizzes,
true/false questions or matching (i.e. click and drag type
questions) and/or other types of media/videos can be uploaded
for additional assessments entities.
Taxonomy Domain: Evaluation
NARRATION: To evaluate what they have learned, students
will be assessed on a weekly basis on skills learned; Teachers
will use the L.M.S. embedded testing module to produce tests,
quizzes, true/false questions or matching (i.e. click and drag
type questions) and/or other types of media/videos can be
uploaded for additional assessments entities.
TRANSITION: Fade to end
COMMENTS:
References

Callens, M. V. (2014). Using Bloom's Taxonomy to Teach
Course Content and Improve Social
Media Literacy. Journal Of Interdisciplinary Studies In
Education, 3(1), 17-25.
Qayyum, M. A., & Smith, D. (2015). Learning from Student
Experiences for Online Assessment
Tasks. Information Research: An International Electronic
Journal, 20(2),
Hawkins, A., Graham, C. R., Sudweeks, R. R., & Barbour, M.
K. (2013). Academic performance, course completion rates, and
student perception of the quality and frequency of interaction in
a virtual high school. Distance Education, 34(1), 64–83.
Poe, Myra, & Stassen, Martha L.A. (n.d.). Teaching and
Learning Online Communication, Community, and Assessment.
University of Massachusetts. Retrieved from
http://www.umass.edu/oapa/oapa/publications/online_handbook
s/Teaching_and_Learning_Online_Handbook.pdf
Graphics References
· http://www.techlearning.com/portals/0/TL_02_16_Final-
149.jpg
· http://cdn.hrpayrollsystems.net/wp-
content/uploads/2015/01/content.jpg
· http://oceanicventure.com/ov2013/wp-
content/uploads/2014/12/MicrosoftOffice.jpg
· https://www.wbtsystems.com/wp-
content/uploads/2016/01/7FQSNWO04W-1024x683.jpg

Computer Concepts And Applications
Increasing Academic Efficiency
Through L.M.S. Technology
-P. Davis
Introduction
*
Rationale for creating this course.
Rationale for creating this course.
Provide student opportunities to engage and improve learning
results
Use embedded communication tools that our students are,
already, most familiar with to provide instant feedback to
individual or whole groups in single environment
Increase Student retention
As a computer concepts instructor, it necessary to expose
students to all aspects of the various ways instruction is
delivered beyond that of the normal classroom environment
(Callens, M. V., 2014). Every since the early days of the

microcomputer ,circa 1980’s, academia has taken interest on
how this technology could impact how teachers teach and
students learn. This “object of instruction” (Anderson, C. A.
1982) is nearly the primary tool for accessing a plethora of
information for curriculum dissemination, corporate training,
and means of providing supplemental support among many k12
and collegiate institutions across our globe. Learning
Management System are complete are embedded with
communication tools that students are already familiar with
such as chat, instant text, email and drobox's for assignment
submissions.
*
Learner PopulationStudent population consists of:Diverse,
cultural, community of incoming 9th grade, male and female,
freshmen [Note: this course is open for all grade levels, yet, is
primarily designed to teach, and/or build, on what middle
school students already know or need to know in learning how
to take responsibility in accessing course content through a
L.M.S.]
Our main population will consist of incoming freshmen from
our feeder schools and surrounding charter and public middle
schools. Many of the students surveyed have had some
exposure to using a computer lab and commonly used 21st
century software, that supplements or complements a course
activity applicable to their level of understanding.
*
Course ContentMicroType MultimediaAnimated, keyboarding
software package which provides sound, text prompts, and a

generated progress report for each studentMicrosoft Office
SuiteExcel, PowerPoint, Word, and Publisher
L.M.S.: http://cca.gnomio.comWith student created account,
course material will be managed,posted and accessed via a
learning management system hosted by moodle.com platform.
With technology present in nearly all aspect of communicating,
not only voice, but data, it would be to our best interest to
harness these tools to increase the efficiency of our students
academic progress. Students will be taught using Microsoft’s
21st century software to create, design, present, and print
documents, spreadsheets and posters using excel, PowerPoint,
word, and publisher.
*
Learning OutcomesStudent’s will Learn to:Demonstrate,utilise,
navigate and Access L.M.S. to read, post and retrieve
assignments.Develop an awareness of skills that could lead to
effectively use computers outside of the classroom
environment.Communicate, contribute and respond to other
course collegues on posted topics via the discussion boards and
email.
Through direct instruction students Utilize a blend of software

and individual monitoring to practice hands-on skills via
alphanumeric keyboarding exercises. Direct instruction is
*
What makes it particularly conducive to the e-learning
environment
*
Learning Management Systems
Some L.M.S’s are more robust than others in terms of features
they may offer.
*
References
Anderson, C. A. "Computer Literacy: Rationale, Definition and
Practices." Computer Literacy: Rationale, Definition and
Practices. (1982): 1-24.
Http://files.eric.ed.gov/fulltext/ED228983.pdf. Web. 11 Sept.
2016.
Callens, M. V. (2014). Using Bloom's Taxonomy to Teach
Course Content and Improve Social Media Literacy. Journal Of
Interdisciplinary Studies In Education, 3(1), 17-25.

Little-Wiles, J., & Naimi, L. L. (2011). Student Perceptions of
and Experiences in Using The Blackboard Learning
Management System. Global Education Journal, (4), 147-
155.
Jideani, V. A., & Jideani, I. A. (2012). Alignment of
Assessment Objectives with Instructional Objectives Using
Revised Bloom's Taxonomy-The Case for Food Science and
Technology Education. Journal Of Food Science Education,
11(3), 34-42. doi:10.1111/j.1541-4329.2012.00141.x
Mills, J. (2015). Learning Management Systems Must Evolve to
Curb Student Attrition. Journal Of Applied Learning
Technology, 5(4), 41-45.
Omar, A., Kalulu, D., & Alijani, G. S. (2011). MANAGEMENT
OF INNOVATIVE E-LEARNING ENVIRONMENTS. Academy
Of Educational Leadership Journal, 15(3), 37-64.
Graphics Referenceshttp://14434396.r.lightningbase-
cdn.com/wp-content/uploads/lms-revealed.jpghttps://s-media-
cache-
ak0.pinimg.com/736x/31/98/3b/31983b399dacebd271e0b914c67
80467.jpghttp://www.rvhs-denyer.com/web-
back/keyboarding/images/microtype-logon-4.jpg
1
DavisP-EL-7003-8
Intro to Instructional Design-Reflections
Course of difficulty: Advanced Scholarly Writing
· In what ways did you find the course too difficult or too easy?
When deciding to pursue an advanced degree, I accepted the
fact that there were going to be challenges with the journey.

Throughout this journey of educational research, I have
experienced many new ways to understanding the various
nuances of eLearning as it relationship to k12 to adult learning.
Each assignment took time and effort, to read, decipher and
revisions just to meet university standards. Furthermore, I
discover several skills and techniques during my journey to
better my research skills for the future. As a result of these,
and other, learnt skills, allows me to recall all these research
and writing skills that my professors provided should be able to
help me in my future endeavors in my current profession in
secondary education. And lastly, feedback was something that I
dreaded to read, yet I learned to use feedback as building blocks
to improve on my areas of academic weaknesses and use their
constructive criticisms that would assist in improving scholarly
reading and apply what I have learned that would make my
teaching skills flow much smoother during classroom
instruction.
There was, however, one particular course that presented a
challenge that was not really a particular strength of mine which
was writing, especially Advanced Scholarly Writing. Whether
it be composing a letter to a friend or composing term paper for
a class, writing is a continued uphill struggle that I have not
seemed to master. Yet the course in Advanced Scholarly
Writing has made me face my qualms once again. When I first
started my Advanced Scholarly writing course I had very little
experience on how to even begin writing on an advanced level.
I had to surmise about specific topic ideas, purpose
statements, methods of research and other nuances of gathering
information for either my topic of interest or selected topic per
each assignment. Although daunting, that course, Advanced
Scholarly Writing, really pushed me to challenge myself to
consider my intended viewers for each topic that I explored.
· Where the learning objectives clear?
I could not elaborate enough on how that the learning objectives
were written out quite clearly. However, being more of a visual

learner, I would spend countless hours querying the internet for
multimedia sites (i.e youtube, vimeo, teachertube, etc.) and
other, course related, supplemental sites that would help,
accompany the course material in addition to the one that were
already posted, help in interpreting the instructions, and make
the content more comprehensible. Since the inception of online
instruction and the world wide web (i.e. www) there has been an
increase in the interest of making course material for accessible
to a vast amount of people all over the globe (Shaffiei, Z. A. et
al.,2014). Since this interest of learning online instructional
designers must take into account the various ways online
participants actually learn. As Shaffiei, Z.A. et al. states (2014)
“learning styles are the way students prefer to process new
information including strategies that are consistently adopted to
learn”. Students are more apt to gain more understanding from
a particular content area when they have the flexibility to
choose the learning style that fits their mode of learning. I
would purport that if the Advanced Scholarly writing course
would had incorporporated more visual and media elements into
the course I probably would have gained a better understanding
of the objectives along with the courses assignment instructions.
· Did the course content increase your knowledge of the topics?
Despite my futile efforts to meet the high standards of the
course content, it has helped me get to know where my
cognitive strengths and weaknesses lay. It has taught me writing
and research skills that I can carry with me to my other courses.
Immediately after taking that course, I began using those skills
in doing qualitative research and know how to cite and
reference my sources. There were several tutorials that were
very helpful in my studies. In future courses, if I have
questions, the Web has a vast amount of resources I can tap
into.
In retrospect, Along with just balancing the courses workload, I
think a key component of my concerns were just the conscious
fear of not writing to the expectations of what my instructors

felt that I should be writing at. This was a fault of mine, of
course. Yet, my conscious fear of failure was a primary
concern of mine and became increasingly present as each week's
assignment presented greater expectations than I, thoughtfully,
was able to handle.
· Did the course provide engaging learning activities and
provide a way for students to collaborate?
My instructor was accessible yet, throughout my enrollment, I
was, periodically, referred to make appointments through
N.C.U’s academic success center to seek assistance with course
content. When I was pursuing my Masters of Education
training, at a previous online institution, we did more peer-to-
peer collaborations via a discussion boards, and emails.
· Do you think the evaluation tools accurately measured your
knowledge of the content?
I cannot say with certainty that writing weekly research
documents would be the way to evaluate understanding content
for Ed.D. level work. However, it would had been a good idea
to incorporate some assessment in which I was most familiar
with. For example, incorporating a few computer generated,
graduate level, true false, multiple choice, matching, and fill-in-
the-blanks type questions would have been a great change to the
normal pattern of writing a plethora of papers on a weekly
basis.
· Which parts of the Nine Events of Instruction were missing or
weak? Offer definitions for those missing parts.
References
Atagi, N., DeWolf, M., Stigler, J. W., & Johnson, S. P. (2016).
The role of visual representations in college students’
understanding of mathematical notation. Journal Of
Experimental Psychology: Applied, 22(3), 295-304.
doi:10.1037/xap0000090
Shaffiei, Z. A., Hamidi, S. R., Jauhari, N. T., & Osman, N.

(2014). Requirement Analysis of E-Content for Visual Learners.
International Journal Of Emerging Technologies In Learning,
9(1), 78-81. doi:10.3991/ijet.v9i1.3072

1DavisP-EL-7003-82DavisP-EL-7003-8Develop Engaging Learn.docx

Recommended

Recommended

More Related Content

Similar to 1DavisP-EL-7003-82DavisP-EL-7003-8Develop Engaging Learn.docx

Similar to 1DavisP-EL-7003-82DavisP-EL-7003-8Develop Engaging Learn.docx (20)

More from felicidaddinwoodie

More from felicidaddinwoodie (20)

Recently uploaded

Recently uploaded (20)

1DavisP-EL-7003-82DavisP-EL-7003-8Develop Engaging Learn.docx