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This rubric evaluates a content PowerPoint based on a teaching goal that addresses an identified problem. It assesses the presentation's title page (5 pts), objectives that cover knowledge, skills and attitude (15 pts), content outline covering those three areas (45 pts), the instructional methods, materials and time (30 pts), and spelling/grammar (5 pts) for a total possible score of 100 points.
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Dick & Carey Instructional Design Model
The document describes the Dick and Carey Systems Approach Model for designing instruction. It is a behaviorist and systematic approach that consists of 10 components across 6 phases: analysis, design, development, formative evaluation, revision and summative evaluation. The model emphasizes identifying instructional goals and analyzing learners before developing objectives, assessments and instructional strategies. The purpose is to improve instruction by improving the instructor based on evaluation and feedback received throughout the process.
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This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.
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This document discusses principles of backwards design and constructivist teaching. It argues that teachers should first establish learning goals and assessments, then design lessons to meet those goals. Constructivist teaching involves students constructing their own understanding through questioning, discussion, and problem-solving rather than direct instruction alone. Teachers should use a variety of methods including direct instruction, coaching, and constructivist approaches to foster deep understanding of both concrete and abstract concepts.
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Dick & Carey Instructional Design Model
The document describes the Dick and Carey Systems Approach Model for designing instruction. It is a behaviorist and systematic approach that consists of 10 components across 6 phases: analysis, design, development, formative evaluation, revision and summative evaluation. The model emphasizes identifying instructional goals and analyzing learners before developing objectives, assessments and instructional strategies. The purpose is to improve instruction by improving the instructor based on evaluation and feedback received throughout the process.
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Classroom assessment is a continuous process that includes observing students, asking questions, giving quizzes and tests, and reviewing student work. There are several reasons and purposes for assessing students, including providing feedback, monitoring academic performance, evaluating instruction, and establishing learning goals. A variety of assessment tools are available, such as checklists, portfolios, essays, and multiple choice questions. Effective teachers assess students in cognitive, affective, and psychomotor domains. Assessment planning should be integrated with instructional planning to ensure outcomes are clear and assessments accurately measure learning.
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This document provides teaching strategies and guidelines for math instruction. It discusses six key math practices: problem solving, reasoning and proof, communication, connection, and representation. It also outlines steps for lesson planning, including introducing concepts, student engagement, instruction delivery, practice problems, and assessment. Higher-order thinking skills are classified according to Bloom's taxonomy, and teaching strategies are aligned to develop skills like critical thinking and problem solving.
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The document summarizes the Dick and Carey Systems Approach Model for designing instruction. It consists of several iterative components including identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing an instructional strategy, developing and selecting instructional materials, conducting formative evaluation of instruction, revising instruction, and conducting summative evaluation. The model incorporates concepts from behaviorism, cognitivism, and constructivism and has become the standard for instructional design models.
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The document discusses setting learning objectives and success criteria for students. It provides examples of different types of objectives that focus on knowledge, skills, understanding and attitudes. Objectives should progress from simpler to more complex as students advance through years of schooling. Teachers are encouraged to communicate objectives verbally, in writing or visually. Expectations should be clear and teachers should know if objectives are met through participation, skills developed, answers given, or assessments. The document suggests leveling objectives simply and sharing exemplar material. It also recommends trying different ways to communicate objectives and assessing student work to improve future delivery.
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An Introduction To The Dick & Carey Instructional Design Model
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Intended Learning Outcome for improving the Quality of higher Education
A Programme defines study or learning required to achieve an award or qualification
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A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
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Overview of Instructional Design Models
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
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The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
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Textbook Reference
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Dick careyisd model_gi
The document summarizes the Dick and Carey Systems Approach Model for designing instruction. It consists of several iterative components including identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing an instructional strategy, developing and selecting instructional materials, conducting formative evaluation of instruction, revising instruction, and conducting summative evaluation. The model incorporates concepts from behaviorism, cognitivism, and constructivism and has become the standard for instructional design models.
Setting Objectives And Success Criteria
The document discusses setting learning objectives and success criteria for students. It provides examples of different types of objectives that focus on knowledge, skills, understanding and attitudes. Objectives should progress from simpler to more complex as students advance through years of schooling. Teachers are encouraged to communicate objectives verbally, in writing or visually. Expectations should be clear and teachers should know if objectives are met through participation, skills developed, answers given, or assessments. The document suggests leveling objectives simply and sharing exemplar material. It also recommends trying different ways to communicate objectives and assessing student work to improve future delivery.
Module 3: Writing Effective Learning Objectives
Module 3 provides guidance on writing effective learning objectives. It discusses that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART), and should specify the intended behavior change using action verbs based on Bloom's Taxonomy. Additionally, learning objectives should have four components - the audience, the observable behavior, the conditions, and the degree or quality of acceptable performance.
Instructional design and Dick and Carey model and ARCS model project
The document provides an overview of two instructional design models: the ARCS model and the Dick and Carey model. It defines instructional design and describes the key elements of each model. The ARCS model focuses on motivating learners through attention, relevance, confidence, and satisfaction. The Dick and Carey model is a systematic process with nine stages for identifying goals, developing assessments, instructional strategies, and evaluations. Both models require time, resources, and motivated learners and instructors but differ in their approaches.
Addie model
The document discusses the ADDIE model for systematic teaching design. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. In the analysis phase, teachers analyze students, the learning environment, teaching content and outcomes. In the design phase, teachers form objectives and choose teaching strategies. In the development phase, teachers prepare teaching materials. In the implementation phase, teaching takes place. In the evaluation phase, formative and summative evaluations are conducted to improve the teaching process.
Dick & carey instructional design model sabri elamin
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
Writing Effective Learning Objectives
The document discusses how to write effective learning objectives. It explains that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART). Objectives should also align with Bloom's Taxonomy and follow Mager's theory, which specifies that objectives have a clear audience, observable behavior, conditions, and degree of acceptable performance. Overall, the document provides guidance on crafting objectives that clearly define the intended learning outcomes of instruction.
Project Slide Show
The document summarizes two instructional design models: ADDIE and backwards design. ADDIE includes five phases - analysis, design, development, implementation, and evaluation. Backwards design includes three phases - identifying desired results, determining acceptable evaluation, and planning learning experiences. Formative evaluation helps improve programs and occurs throughout ADDIE, while summative evaluation consists of user feedback tests.
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
kemp-Instructional Design Model
The document describes an instructional design model that has 9 iterative and interdependent steps for developing instructional programs in a systemic and flexible way. It focuses on identifying instructional problems, learner characteristics, objectives, sequencing content, designing strategies, planning delivery, and evaluating objectives. The model allows designers to begin at any point and revise designs concurrently for adaptability. However, constant revision may be time-consuming.
Design Chapter 9 - Curriculum Development
The document discusses the five phases of instructional system design (ISD) for developing a training course: analyze, design, develop, implement, and evaluate. It provides details on each phase, including analyzing tasks and needs, designing goals/objectives and learning steps, developing instructional materials and activities, implementing the course, and evaluating effectiveness. The key aspects are analyzing requirements, designing measurable objectives and a structure/sequence, developing materials to meet objectives, implementing the course as planned, and evaluating each phase and making adjustments.
An Introduction To The Dick & Carey Instructional Design Model
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Intended Learning Outcome for improving the Quality of higher Education
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
Kemp design model
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
Overview of Instructional Design Models
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
Setting objectives
The document provides information about setting learning objectives and targets. It discusses how learning objectives should be specific, measurable, attainable, relevant and time-bound. When students are provided clear learning objectives, their achievement on tests is on average 34 percentile points higher. However, only 4% of classrooms have clear evidence of a learning objective. Effective learning objectives are accessible and understood by students, embedded throughout instruction, measurable, aligned with tasks, and used for student self-assessment. Separating the learning target from the activity or context makes it more transferable. Success criteria should include verbs that allow students to demonstrate their learning.
Dick and carey model
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
Student learning goals
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Objective led lessons_progression_table
The teacher is working to improve their lesson planning and focus more on learning objectives and outcomes. Some progress has been made, such as sharing objectives with students and relating feedback to objectives, but objectives and outcomes are not yet an integral part of all lessons. Students have a varying understanding of the objectives, with some understanding what they are learning but others still unclear. The teacher is working to more clearly explain objectives to students and involve students more in tracking their own progress against objectives.
Curriculum Development Roadmap
The document outlines a curriculum plan to teach students geometry concepts over the course of a month. It includes key instructional goals of developing problem-solving skills and independent learning. Students will learn to draw and measure 2D shapes, then build 3D shapes from 2D components. The plan anticipates students may struggle with tasks and provides solutions like demonstrating techniques. It schedules lectures, activities, and labs over each of the four weeks.
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Instructional design and Dick and Carey model and ARCS model project
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Dick & carey instructional design model sabri elamin
An Introduction To The Dick & Carey Instructional Design Model
An Introduction To The Dick & Carey Instructional Design Model
Intended Learning Outcome for improving the Quality of higher Education
Intended Learning Outcome for improving the Quality of higher Education
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After reviewing the Coleman (2016) article on executive compensation.docx
After reviewing the Coleman (2016) article on executive compensation and reading this week's assigned readings, choose one of two statements below and construct an argument supporting your position:
The market trend towards escalating executive compensation reflects the critical importance of an executive to an organization’s long-term viability.
The growing compensation inequity between executive management and the average employee threatens to destabilize organizational morale and societal justice.
.
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**After reviewing the chapter on Recognizing Contributions, perform a self reflection and evaluate how well you recognize the contributions of your staff. For the assignment, develop an action plan for the next 12 months to improve your recognition efforts.
***Please write about and share what you gained.***
**Reflection paper and action plan (12 months) is the assignment requirement.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
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Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
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https://www.youtube.com/watch?v=4DSV1NUGS3o
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D. Millie sang in the choir thirty years before
E. The quilt pieces
(The Log Cabin quilt pattern has been a favorite because it was a wonderful & frugal pattern for using up fabric scraps. In many of the old quilts the center square was red to symbolize the hearth of the home, its symbolic heart. The overall effect of the log cabin quilt is achieved by the use of light and dark fabrics and how they are arranged.)
.
After reading through Chapter 1, the focus was on targeting the five.docx
The document discusses 5 communities that are core to ICT-enabled policy-making. These communities include policymakers, technologists, researchers, civil servants, and citizens. Each community plays an important role in utilizing technology to help inform and implement new policies.
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What is Tannen's strongest argument, or her strongest point, to support her thesis that women are unfairly scrutinized in society? Do you agree with her overall? Have things changed since she wrote this article in 1993?
.
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(i) What is the institutional power and the personal right you believe to be the most important, and explain why;
(ii) What is the institutional power and the personal right you would remove, and explain why;
(iii) What institutional power and personal right would you add to the U.S.
An institutional power is one that authorizes or limits action and/or organization of one of the three branches of government. Examples include the power of the legislative branch "to lay and collect taxes" (Art. I) or to not "make no law respecting an establishment of religion." (First Amendment)
A personal right is one that protects or empowers the people, such as "the right of the people to keep and bear arms." (Second Amendment)
Suggested length is 3-5 pages
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Offering creative and/or critical opinions;
Expressing yourself clearly and concisely;
Forming logical arguments and conclusions;
Identifying and discussing counter-arguments;
Grammar and compliance with APA (6th edition).
.
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How and why did black people use the language of the American Revolution—of natural rights—in freedom petitions to argue for their freedom and the abolition of slavery?
Your essay should be based on your reading and analysis of the primary source documents. Your paper should be 2 to 3 pages in length and use double-spacing and 12 point font. Please use MLA style.
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After reading the section titled “Dominant Microprocessor Company Intel Adapts to Next Trend” (Chapter 11 pg. 384-385) and the article titled “2018-2019 Intel Corporate Responsibility Report: Creating Value through Transparency,” complete a list of reasons how a single firm like Intel comes to dominate some markets.
Submission Details:
Response should be no less than 250 words
Follow the APA style of writing with in-text citations and a reference list.
.
After reading the section titled Dominant Microprocessor Compan.docx
Intel dominated the microprocessor market in the late 20th century through technological innovation, investing heavily in research and development which allowed them to introduce new, more powerful microchips before competitors. However, as the market shifted towards mobile devices, Intel struggled to adapt and lost market share, leading them to refocus their business strategy on transparency and corporate social responsibility to regain consumer trust.
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What kind of study is this? (Hint: the videos you watched)
Please make sure that you address the type of study and why you think this was used in this paper.
How is this paper related to the topics in this course?
Do you agree with the author’s conclusions?
.
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.
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After reading the material from Shafer-Landau concerning the appeal of hedonism and the potential objections to the theory, what is your considered view on hedonism? Is it true or false as a moral theory? Do the advantages of hedonism outweigh the difficulties raised against it, or are the objections to hedonism fatal to the theory?
.
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After reading the IMAA article this week on
Effective Management of Change during Mergers and Acquisition
, review the case study noted within the article on item 7. It is about a merger between AOL and Time Warner in 2001. There is a chart listed with the summary that shows the cultural differences between the two companies. Review that chart.
Using this as an example, conduct some research and find two companies that similarly merged or that was acquired by another company. Write a two-page summary of the merger or acquisition to include:
1 – the reasons why it occurred and when it occurred
2 - the approximate size of each company before the merger
3 - the organizational challenges faced
4 - was the merger successful or not and
why
5 - the state of the company now
Then include a simple four column chart similar to the example and show at least five cultural elements of the companies, the cultural differences in the two companies before the merger took place and then in the fourth column include the culture now in the acquiring company. List at least five cultural elements in the chart.
Cultural Element / AOL culture / Time Warner culture / Culture adopted
Your written assignment should be no less than 700 words. Avoid using direct quotes. Use your own words. If you do use any direct quotes, increase the length of your paper accordingly. Use APA citations and ensure you document where you found your data in a separate reference listing.
.
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After reading the essay, "Why Rational People Buy into Conspiracy Theories," answer the following questions. Provide specific details to justify your reasoning:
What is a conspiracy theory? Identify and discuss at least two recent conspiracy theories mentioned on the news, social media, and/or internet.
How does the Internet and other media help "perpetuate paranoia" (12)?
Why do you think "rational people buy into conspiracy theories"?
.
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