Traditional top-down extension of information via experts has become just one of the many sources of online information that is available to people. It is important, now more than ever, to provide information in a way people want to receive it. Cooperative Extension now recognizes the benefits of using online trainings as part of their outreach programs. A relatively easy, but limited way of developing an online course is converting a recorded presentation into an interactive module (using H5P technology for example). It’s limited because a course such as this can only be as good as the recorded presentation. And making changes to the content requires re-recording the presentation. Additionally, the interactivity of a course developed in this way is limited. If your goal is to make the experience interactive—and dare we say—entertaining, it is better to implement systematic instructional design and follow good practices, such as developing and strictly following learning objectives, and ensure all activities (e.g., exercises, videos, animation, and quizzes) have a purpose. Another important aspect of the design is assuring that the course will meet accessibility requirements. It is essential to keep accessibility in mind from the very beginning of the design to avoid spending extra time and effort to fix issues in the end when the course is already fully developed.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Connect Marketplace on Friday, Aug. 26, 2016, and Saturday, Aug. 27, 2016, at the Gaylord Texan Resort & Convention Center in Grapevine, TX.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Connect Marketplace on Friday, Aug. 26, 2016, and Saturday, Aug. 27, 2016, at the Gaylord Texan Resort & Convention Center in Grapevine, TX.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. DEVELOPING INTERACTIVE ONLINE COURSES Petr Kosina,
Cheryl Reynolds,
and Tunyalee Martin
UC Statewide IPM Program
ONLINE COURSE SYSTEMATIC DESIGN PROCESS
1. What do you want the learner to come away with? For example: Californians will choose integrated pest
management to manage all kinds of pests in urban, agricultural, and natural areas.
2. Break the overall goal into more specific pieces, keeping the audience in mind. Define the information, skills,
and attitudes needed to be taught that will meet the overall goal.
• Develop CHANGES IN BEHAVIOR: Follow IPM principles to solve the pest problem.
• Performance objective: Given a real-world scenario, the learner will choose the appropriate
steps to identify and solve a suspected pest problem.
• Develop SKILLS: Evaluate whether pesticide application is appropriate in the given scenario.
• Performance objective: Given a detailed scenario (crop, pest, abundance), the learner will
consider relevant factors and decide whether the action threshold was reached.
• Develop KNOWLEDGE: List examples of physical or mechanical weed control.
• Performance objective: Given a set of statements, the learner will select those practices
describing physical or mechanical weed control.
3. Translate objectives to questions for review of content or testing.
4. Divide content into modules and decide on your teaching method for each topic to best present the content
and motivate the learner (e.g., demonstration videos, cartoon animation, case scenarios, interaction).
5. Collect and produce the materials: script, media (images, video, audio), and collect examples and case studies.
6. Assemble the final components and produce the prototype.
7. Evaluate with select learners and revise based on feedback.
8. Upload of final modules into learning management system (LMS), test functionality including tracking
learners’ progress through the course, reporting scores from modules, and issuing course certificates.
9. Open course to public
Pros Cons
+ easy to learn – course will be only as good as the recorded presentation
+ quick and cheap – making content changes means re-recording presentation
+ can meet accessibility requirements – limited customization and interactivity options
ONLINE COURSE – ‘QUICK AND DIRTY’
ONLINE COURSE EVALUATION
ADDRESSING ACCESSIBILITY
1
2
3
Chunk, insert quizzes or tests, and branching
interactions using H5P - HTML 5 PACKAGE.
Record presentation with audio narration
as a video file using for example ZOOM.
Add closed captions for the narration, test
accessibility, and upload to your
LMS - LEARNING MANAGEMENT SYSTEM.
Evaluate the course before it is published with a select group of learners
Collect immediate feedback from learners who finished your online course
Assess the use of knowledge and skills to improve course performance
Collect qualitative information with a sample group of
your target learners. Observe what they do when they
are taking the course, analyze their test results, and
conduct interviews after.
Focus on learners’ understanding of content,
perceptions of course activities, course pace, and their
overall engagement.
Use feedback to improve the course before it is
published. The earlier you evaluate, the easier it is to
incorporate important changes to your course.
Survey your learners and continuously
review the feedback to monitor the
satisfaction of learners, effectiveness
of the instructional approach,
relevancy of your course to the target
audience, usability and any technical
issues that learners may have
encountered due to, for example,
software updates.
I found this course to
be very informative.
Very excited to go
out and check all my
citrus trees! And
everyone else's!
Sometimes the
pages won’t load up
correctly and the
sound will stop
working, plus the
bullet points would
not fit in the screen.
Follow up with your course participants a few
weeks or months after they take the course to
learn about how they are using their new
knowledge and skills acquired through your
course. Ask what was missing or what they would
change in the course. Feedback of this type is
invaluable for the future improvement of current
courses AND the development of new courses.
Instructional
goal
Performance
objectives &
prerequisites
Assessment
tools
Chunking &
story board
Development
of instructional
components
Assembly of
the prototype
Formative
evaluation
Upload &
testing in the
LMS
Launch the
Course
1 2 3
4
5
6
7 8 9
• Use LARGE TEXT FONTS, PREFERABLY SANS SERIF to
make text readable even on small screens like
smartphones.
• Check COLOR CONTRAST of text and background
combinations on your screens.
• Add ALT TEXT to all photos, diagrams, graphs and other
visuals unless if used only for decorative purposes.
• Provide DESCRIPTION TO ANY VIDEO without narration.
• Add CAPTIONS FOR ALL AUDIO narration in your course
(preferably with ability to turn off and on).
• Check that each button in your course has a clear
DIRECTION OF FUNCTION.
• Ensure that learners can navigate through the course in
the desired order using KEYBOARD-ONLY NAVIGATION.
• Prevent COGNITIVE OVERLOAD—use consistent format,
white space, less text, structured and aligned content,
disable autoplay, and avoid visual or auditive
distractions.
To meet basic accessibility criteria, make sure to
1 in 4 adults
in the United States
have some type of disability.
Accessible design
is helpful for everyone!
Meeting accessibility
standards is required by state
and federal laws.
