The document summarizes Merrill's First Principles of Instruction, which are research-based guidelines for effective instructional design. The principles are: 1) activation of prior experience, 2) demonstration of skills, 3) application of skills, and 4) integration of these skills into real-world tasks. The document provides examples of how to apply these principles when designing instructional problems, components, sequences, and strategies.
This presentation uses M. D. Merrill's (2007) first principles of instruction as a theoretical lens for understanding that librarians must lead the way to improving school enviornments using effective, theory-based design of problem-based instruction that includes acquistion of knowledge and information literacy skills. This is a presentation at the 2013 Kansas Library Association-Kansas Association of School Librarians annual conference in Topeka, KS.
Learn how you can enhance your instruction by incorporating Merrill's First Principles of Instruction into your eLearning course designs.
For questions or more information, follow the International Institute for Innovative Instruction on Twitter @i4_FranklinU or on our website http://www.franklin.edu/international-institute-for-innovative-instruction.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
This presentation uses M. D. Merrill's (2007) first principles of instruction as a theoretical lens for understanding that librarians must lead the way to improving school enviornments using effective, theory-based design of problem-based instruction that includes acquistion of knowledge and information literacy skills. This is a presentation at the 2013 Kansas Library Association-Kansas Association of School Librarians annual conference in Topeka, KS.
Learn how you can enhance your instruction by incorporating Merrill's First Principles of Instruction into your eLearning course designs.
For questions or more information, follow the International Institute for Innovative Instruction on Twitter @i4_FranklinU or on our website http://www.franklin.edu/international-institute-for-innovative-instruction.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
Learning Design for the Brain - Multimedia Principlesrani h gill
Learning Design for the Brain demonstrates and explains multimedia principles and how to apply in designing information or learning. The intent is boil these principles & theories down to essentials to make them more usable.
NOTE: Slide 57 & 58 (Critique 2) are reversed. The answers come before the critique - tried fixing it many times!!!
This is the presentation of the webinar on E-Learning Gamification: Five Key Parameters You Should Track & Why. This ppt will provide insights on key aspects to be considered while developing gamified e-learning modules
Increasing Engagement of Today’s Learner Through TechnologyKarl Kapp
This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in
a more interactive way that is aligned to how learning takes place in everyday life today.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
If you’re just starting out with microlearning, you'll have a lot of questions about it. What is microlearning and what it isn't? Is it the same as mobile learning? And so on. Read on for answers to these and other frequently asked questions on microlearning.
The slides are from a webinar I facilitated on January 27, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars. Also, read the webinar recap at http://www.training-pros.com/newsroom/learning-highlights/instruction-principles-webinar.
Instruction should be engaging, effective and efficient. The First Principles of Instruction, from Dr. David Merrill, provide a framework for designing instruction that moves beyond the rote, information-based instruction that commonplace in corporate learning and all levels of education. Learning should be problem-centered, require activation, include demonstration, require application and incorporate opportunities for integration. Attend this webinar to discover the First Principles of Instruction and practice applying them to one of your learning designs.
Learning Design for the Brain - Multimedia Principlesrani h gill
Learning Design for the Brain demonstrates and explains multimedia principles and how to apply in designing information or learning. The intent is boil these principles & theories down to essentials to make them more usable.
NOTE: Slide 57 & 58 (Critique 2) are reversed. The answers come before the critique - tried fixing it many times!!!
This is the presentation of the webinar on E-Learning Gamification: Five Key Parameters You Should Track & Why. This ppt will provide insights on key aspects to be considered while developing gamified e-learning modules
Increasing Engagement of Today’s Learner Through TechnologyKarl Kapp
This presentation focuses on the role of specific approaches, namely gamification and various types of simulation, to motivate and energize learners in
a more interactive way that is aligned to how learning takes place in everyday life today.
Discussion boards have been utilized for online learning for decades, but are we using them as effectively and efficiently as we can? Do you worry that your discussion boards feel more like busywork than a community of learning? You might notice students are just going through the motions: posting questions and completing tasks for points.
In this webinar on Friday, March 20th, you'll learn best practices for creating engaging discussion board assignments and inspiring a more dynamic and meaningful online learning experiences. We'll also go over best practices for creating rubrics and grading your discussion board assignments based on what they are learning.
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
If you’re just starting out with microlearning, you'll have a lot of questions about it. What is microlearning and what it isn't? Is it the same as mobile learning? And so on. Read on for answers to these and other frequently asked questions on microlearning.
The slides are from a webinar I facilitated on January 27, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars. Also, read the webinar recap at http://www.training-pros.com/newsroom/learning-highlights/instruction-principles-webinar.
Instruction should be engaging, effective and efficient. The First Principles of Instruction, from Dr. David Merrill, provide a framework for designing instruction that moves beyond the rote, information-based instruction that commonplace in corporate learning and all levels of education. Learning should be problem-centered, require activation, include demonstration, require application and incorporate opportunities for integration. Attend this webinar to discover the First Principles of Instruction and practice applying them to one of your learning designs.
Presentation sheds light on designing meaningful interactions that improve eLearning outcomes. Explore different types of content as defined by Dr. David Merrill and determine which of these content types lend themselves to digital interaction. Also find the Dos & Don’ts of interaction design.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
THE COMPLETE ELEARNING JOURNEY – FROM PROTOTYPING TO RESPONSIVE ELEARNING DES...Allen Partridge
As an eLearning designer wouldn’t it be great if you could take charge of your eLearning environment right from storyboarding your ideas to generating responsive eLearning courses to being able to effectively deploy and track your learners’ performance? With Adobe eLearning solutions, you can. Give expression to your ideas using Adobe Captivate Draft, the all-new storyboarding app for iPads. Enrich the storyboards and turn them into responsive eLearning with Adobe Captivate 9. And deploy, deliver, track and manage your eLearning using Adobe Captivate Prime, the all-new self-service LMS from Adobe. Join Dr. Allen Partridge in an informative session on how to best use these industry-leading Adobe eLearning solutions to stay ahead and be in control of your eLearning environment.
Create a free 30 day Trial Account https://captivateprime.adobe.com/loginpost?workflowId=1&s_qp_request_origin=prime&sdid=N3PCRZ6D
Learn More www.adobe.com/products/captivateprime.html?sdid=MYYBS3XF
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Gamification 101: Learn the Basics of Gamification StrategyTechnologyAdvice
Learn the basics of gamification strategy, including common terms, how to implement solutions, and what it can do for your company.
For more gamification resources, visit us at TechnologyAdvice.com
Topic- Data Base Securities8-10 - page double spaced paper (ma.docxjuliennehar
Topic:- Data Base Securities
8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length
• Cover Page
• Outline (on its own page)
• Abstract
• Introduction for your topic. Also, include a few major statistics about related threats
• What are the top 3 concerns about your topic and why?
• What are your proposed countermeasures to solve the problem?
• Summary
Need 8 References with Citations
Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •
SECURITY
OUTLINE
ABSTRACT (4-6 sentences)
· A brief summary of a research article
· Understand the purpose of the paper
INTRODUCTION (1-2)
· Introduce the topic
· Data Base Securities, for example (what is it)
· Define the topic
· References that defines your topic
· Define what the paper is about (your topic with security) and the general problem (not specific here, just general)
ISSUES (3-4 pages)
· Concern 1 and why (Ex. Data Breaches
· Concern 2 and why (Ex. Data Corruption and/or loss
· Concern 3 and why (Ex. Stolen Database Backups
· Add your statistics with concerns or separate
COUNTERMEASURES (2-4 pages)
· How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down)
· How do you address Concern 1
· How do you address Concern 2
· How do you address Concern 3
SUMMARY
Summary (half page)
· A concise restatement of what you just wrote
· Re-introduce the topic
· Brief summary of the concern or concerns
· Brief update of how the overall problem can be solved
· What knowledge has the reader now acquired
REFERENCES
· References (minimum 8 references) with matching in-text citations
BUS407 Week 9 Scenario Script: Additional Training
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1 / Taormina Conference Room
(Talking to the student)
Deborah: Hello!
Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process.
We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process.
Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term.
Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...
Individual Case InstructionsYou will identify a problem that reqLizbethQuinonez813
Individual Case Instructions
You will identify a problem that requires a change initiative through an organization with which you are associated. You will develop the final case by clearly explaining the problem, by including background, and by completing all of the tasks that are identified below. If you are uncomfortable with using your organization or do not have sufficient visibility to a problem in your organization, you may use theNo Good Deedcase instead.
Here are the tasks to be completed:
1. Use the 6681 case outline mar9'17 (1).docxDownload 6681 case outline mar9'17 (1).docx to help you structure the case in a logical manner.
2. Identify the symptoms that trigger your awareness of the need for change. This is a short explanation that does not require you to describe everything about your organization. Instead, list the set of symptoms that arise from your organization’s current manner of doing business.
3. Choose one of the following diagnostic models and explain each and every component of that model to fully analyze where the real problem exists.
1. The diagnostic models that you may use are: Six-Box, 7-S, or Star. To use these models correctly, you must discuss, comprehensively, each component of the model as it relates to the case.
2. Do not describe the model for the reader. Instead, explain why you chose the model that you chose as the diagnostic guide.
3. Then, explain your analysis of each model component.
4. Do NOT give recommendations in this section. This section is about analysis only. The analysis section describes current conditions.
4. Explain, in detail, the external factors that are impacting change as they relate to this case. Complete the external table found in Elements of a case.docxDownload Elements of a case.docx using the external factors table and the 6681 PESTLE Analysis.docxDownload 6681 PESTLE Analysis.docx that specifically describe the factors of the external environment. If you have a gap in the information in the table, look it up, and provide current information to complete the table. Again, do NOT make recommendations in this section of the case/change plan. Do not tell me what should happen or what you want to see. Describe ONLY what you find as you analyze the information you have looked about the external environment of this industry. Follow the instructions from the lecture videos.
5. Explain, in detail, why the external forces so important to this situation.
6. Explain, in detail, the internal factors that are impacting change as the relate to this case. Complete the internal tables found in Elements of a case.docxDownload Elements of a case.docxthat specifically describe the factors of the internal environment. You will find two internal tables that you will complete. If you have a gap in the information in the table, look it up, and provide current information to complete the table.
7. Analyze/ Map the organization’s culture by explaining each component of the Cultural Web as it r ...
Individual Case InstructionsYou will identify a problem that reqLaticiaGrissomzz
Individual Case Instructions
You will identify a problem that requires a change initiative through an organization with which you are associated. You will develop the final case by clearly explaining the problem, by including background, and by completing all of the tasks that are identified below. If you are uncomfortable with using your organization or do not have sufficient visibility to a problem in your organization, you may use theNo Good Deedcase instead.
Here are the tasks to be completed:
1. Use the 6681 case outline mar9'17 (1).docxDownload 6681 case outline mar9'17 (1).docx to help you structure the case in a logical manner.
2. Identify the symptoms that trigger your awareness of the need for change. This is a short explanation that does not require you to describe everything about your organization. Instead, list the set of symptoms that arise from your organization’s current manner of doing business.
3. Choose one of the following diagnostic models and explain each and every component of that model to fully analyze where the real problem exists.
1. The diagnostic models that you may use are: Six-Box, 7-S, or Star. To use these models correctly, you must discuss, comprehensively, each component of the model as it relates to the case.
2. Do not describe the model for the reader. Instead, explain why you chose the model that you chose as the diagnostic guide.
3. Then, explain your analysis of each model component.
4. Do NOT give recommendations in this section. This section is about analysis only. The analysis section describes current conditions.
4. Explain, in detail, the external factors that are impacting change as they relate to this case. Complete the external table found in Elements of a case.docxDownload Elements of a case.docx using the external factors table and the 6681 PESTLE Analysis.docxDownload 6681 PESTLE Analysis.docx that specifically describe the factors of the external environment. If you have a gap in the information in the table, look it up, and provide current information to complete the table. Again, do NOT make recommendations in this section of the case/change plan. Do not tell me what should happen or what you want to see. Describe ONLY what you find as you analyze the information you have looked about the external environment of this industry. Follow the instructions from the lecture videos.
5. Explain, in detail, why the external forces so important to this situation.
6. Explain, in detail, the internal factors that are impacting change as the relate to this case. Complete the internal tables found in Elements of a case.docxDownload Elements of a case.docxthat specifically describe the factors of the internal environment. You will find two internal tables that you will complete. If you have a gap in the information in the table, look it up, and provide current information to complete the table.
7. Analyze/ Map the organization’s culture by explaining each component of the Cultural Web as it r ...
STAT 200 Final ExaminationSpring 2017 OL1US1Page 2 of 10STAT .docxwhitneyleman54422
STAT 200 Final ExaminationSpring 2017 OL1/US1Page 2 of 10
STAT 200 Introduction to Statistics Name______________________________
Final Examination: Spring 2017 OL1/US1 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 20 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from calculators, programs or software packages without explanation will not be accepted. If you need to use technology to aid in your calculation, you have to cite the source and explain how you get the results. For example, state the Excel function along with the required parameters when using Excel; describe the detailed steps when using a hand-held calculator; or provide the URL and detailed steps when using an online calculator, and so on.
Show all supporting work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I understand that it is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use unauthorized materials or work from others. I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
Answer:
(a)
(b)
(c)
(d)
(e)
Justification:
2
Answer:
(a)
(b)
(c)
Justification:
3
Answer:
(a)
IQ Scores
Frequency
Cumulative Relative Frequency
50 - 69
23
70 - 89
249
90 -109
0.722
110 - 129
130 - 149
25
Total
1000
(b)
(c)
Work for (a) and (b):
4
Answer:
(a)
(b)
(c)
Justification:
5
Answer:
(a)
(b)
Work for (a) and (b):
6
Answer:
(a)
(b)
Work for (b):
7
Answer:
(a)
(b)
Work for (a) and (b):
.
BUS407 Week 3 Scenario Script: Performance Model
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1
Deborah’s Office
(Deborah speaking to the student)
Deborah: Welcome back! Are you ready for the next stage of the training and development process?
Last week, we decided to use a reactive approach to address Taormina’s performance gap.
This week, we will need to finish scanning the internal environment. Therefore, we have to conduct some other interviews. The intention of these interviews is to find common elements that might contribute the design of an effective training and development program.
First, let’s discuss some important concepts, including the performance model.
The performance model is a general guideline that shows motivation, environment, and knowledge skills and attitudes (or KSA), working together to effect a person’s performance.
Motivation is the direction, persistence, and amount of effort expended by an individual to achieve a specified outcome.
Therefore, it is important to find motivational factors to enhance participation in training and development opportunities.
Learning is a relatively permanent change in cognition resulting from experience and changes influencing behavior.
A training and development program is effective only if participants are motivated in learning new KSAs.
Finally, environment is referring to any factors tied to the physical surroundings in which the performance must occur.
Slide 2
Interaction
Performance Model
Student will click on various parts of the performance model shown in the textbook. They will interact with it and see details about each part, such as environment.
Slide 3
Scene 2
Deborah’s Office
Deborah: It is important to recognize the value of the performance model in maintaining high level of productivity. Here at Taormina, we need to identify those specific elements affecting the performance of our call center employees.
Okay. It’s time to collect the last set of data we need to compile our report.
Please interview the rest of employees at the call center and report your findings to me before the end of the day.
Slide 4
Scene 3
Call Center
Student interviewing some other call center employees.
Justin: I came to Taormina a few months ago. Besides the new employee orientation, I haven’t participated in any other training.
Alex: Probably… (thinking)…five years ago, we went to a mandatory training session about some leadership strategies. But I didn’t really learn anything. And as soon as we came back, things were exactly the same. The leader was, as always, our boss.
Justin: Well, I’m the newbie, so I don’t want to make too many comparisons. But at my previous job, I participated in many training programs. Not all of them were mandatory, either. They used to send us a list of available training programs and we decided which ones we were going to attend.
That was really nice! I had the chance to participate in training programs with people who had the same goa ...
8D Problem Solving WorksheetGroup NumberGroup Member Nam.docxransayo
8D: Problem Solving Worksheet
Group Number:
Group Member Names:
Date:
8-D is a quality management tool and is a vehicle for a team to articulate thoughts and provides scientific determination to details of problems and provide solutions. Organizations can benefit from the 8-D approach by applying it to all areas in the company. The 8-D provides excellent guidelines allowing us to get to the root of a problem and ways to check that the solution actually works. Rather than healing the symptom, the illness is cured, thus, the same problem is unlikely to recur.
Step
0
1
2
3
4
5
6
7
8
Action
The Planning Stage
Establishing the Team
Problem Definition / Statement & Description
Developing Interim Containment Action
Identifying & Verifying Root Cause
Identifying Permanent Corrective Actions (PCA)
Implementing & Validating PCA
Preventing Recurrence
Recognizing Team Efforts
0
The Planning Stage:
The 8-D method of problem solving is appropriate in "cause unknown" situations and is not the right tool if concerns center solely on decision-making or problem prevention. 8-D is especially useful as it results in not just a problem-solving process, but also a standard and a reporting format. Does this problem warrant/require an 8D? If so comment why and proceed.
Is an Emergency Response Action Needed?
(If needed document actions in Action Item Table)
1
Establishing the Team: (Your group is the team)
Establish a small group of people with the process/ product
knowledge, allocated time, authority and skill in the required technical disciplines to solve the problem and implement corrective actions.
Team Goals:
Team Objectives:
First and Last Name (put an asterisk * after the name of the team leader)
Current Job Position
Skills (related to the problem)Years of Hospitality Work Experience
2A
Problem Definition
Provides the starting point for solving the problem. Need to have “correct” problem description to identify causes. Need to use terms that are understood by all.
Sketch / Photo of Problem
Product(s):
Customer(s):
List all of the data and documents that might help you to define the problem more exactly?
Action Plan to collect additional information:
Prepare Process Flow Diagram for problem
use a separate sheet if needed
2B
IS
IS NOT
Who
Who is affected by the problem?
Who first observed the problem?
To whom was the problem reported?
Who is not affected by the problem?
Who did not find the problem?
What
What type of problem is it?
What has the problem (food, service, etc)?
What is happening with the process & with containment?
Do we have physical evidence of the problem?
What does not have the problem?
What could be happening but is not?
What could be the problem but is not?
Why
Why is this a problem (degraded performance)?
Is the process stable?
Why is it not a problem?
Where
Where was the problem observed?
Where does the problem occur?
Where could the problem be located but is not?
Where else could .
Develop teams and individuals(Assessment objectives ...)QuestiLinaCovington707
Develop teams and individuals
(Assessment objectives ...)
Question 1.1
Top of Form
It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used.
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.2
1.2.a
Top of Form
A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process.
Attach filesSave
Bottom of Form
1.2.b
Top of Form
What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.3
Top of Form
What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.4
Top of Form
How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams?
Question 2.1
2.1.a
Top of Form
Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this.
Attach filesSave
Bottom of Form
2.1.b
Top of Form
Why is it important to clearly identify learning and development program goals and objectives?
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.2
2.2.a
Top of Form
Why is it beneficial to identify learning styles?
Attach filesSave
Bottom of Form
2.2.b
Top of Form
Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.3
2.3.a
Top of Form
Describe three facilitation techniques that will encourage team development and improvement.
Attach filesSave
Bottom of Form
2.3.b
Top of Form
List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.4
2.4.a
Top of Form
Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means.
Attach filesSave
Bottom of Form
2.4.b
Top of Form
Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A p ...
PERSONAL CHAPTER TAKEAWAYS Action Plan – Tunnel Vision .docxherbertwilson5999
PERSONAL CHAPTER TAKEAWAYS
Action Plan – Tunnel Vision
Take a few minutes and complete this Action Plan about Tunnel Vision.
Tunnel Vision
Self-Handicap
What is the
Situation
Trigger Impact on Others What to Do/When
Changing your
mindsets
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Get beyond linear
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Learn to juggle
projects
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Think long-term. ___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
View situations
from different
perspectives
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Practice conceptual
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Engage in “what-if”
thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Create a map of the
variables for a
project
and their
interactions
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Analyze group
influences on
your thinking
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Choose a problem
to work on
when you have free
moments
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Better Prioritizing
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Deal with
procrastination
___Expedient
___Avoiding
___Apprehension
___Self-Deception
___Deliberate Action________
___Self-efficacy_____________
___Face it _________________
___Look & Listen___________
Ignoring people
after you get your
way
___Expedient .
26. Work the problem Step 1: Create the Gross Sales formulas. 1. Click cell D6. 2. Type =B6*C6. Press Enter. 3. Click D6. 4. Copy the formula using Fill Handle from D6 to D7 through D11. Sample diagnostic procedures for step 1: Problem: The learner types the formula incorrectly. Solution: Click cell D6. Type the formula again and press Enter. Step 2: Create the Total Sales formula. 1. Click D12. 2. Click the AutoSum button on the Standard toolbar. 3. Press Enter to accept the formula =SUM(D6:D11).
41. Worked example Scenarios 1 and 2 Step 1: First, you want to create percentage labels and formulas. Enter your User ID in cell D1. To begin the procedure, click cell E5, type % of Sales in cell E5, and press Enter. To create the percentage of sales figure for the Sandwiches lunch item, type =D6/$D$13 in cell E6 and press Enter. The $ sign in front of the column reference D and the row reference 13 makes $D$13 an absolute cell reference. The cell D6 is a relative cell reference because it does not contain any $ sign. When you copy a cell formula from one row to another with absolute cell references in it, the absolute cell references do not change from one row to the next. In this step, you make the cell reference for the Total Sales, D13, absolute so that its reference will not change when you copy the formula. Now copy and paste this formula from cell E6 to cells E7 through E13. Create the percentage of sales figures for each lunch item and Total Sales. Begin by selecting E6 to E13. On the Number tab of the Format Cells dialog box, click Percentage. Under decimal places: select or type 0. Since there is no lunch item that corresponds with cell E12, use the keyboard to delete this cell.
42. Gradually diminishing learner guidance In the previous Scenarios, you were guided step-by-step in the application of the commands to complete the Scenario. In this Scenario, you will not be given this step-by-step guidance. You should first review the modules teaching the commands that you will need to complete this Scenario. Then, you should try to complete each task in the Scenarios on your own. If you need help, there is learner guidance provided at the end of the exercise for each of the tasks. You will learn more if you try to do the task before you look at this guidance material and use this guidance only when you are unable to perform the required commands. After each task, you will be shown an interim spreadsheet that you can use to compare with your own work. In this Scenario, you will design a new worksheet.
43. Prompted examples Scenarios 3 & 4 Gradually diminishing guidance principle Step 1 : Enter your User ID in cell D1. Create Income formulas in cells B9, C9, and D9 Create Cost formulas in cells B15, C15, and D15 Create Profit/Loss formulas in cells B17, C17, and D17 for the Theater Final worksheet. If you have completed Scenarios 1 and 2, you are familiar with creating formulas since this information was covered. The detailed guidance for creating formulas in this exercise is provided at the end of the Scenario in a section called Learner Guidance. You should not simply type in the values. You need to apply the appropriate formulas. You have successfully created Income, Cost, and Profit/Loss formulas for the Theater Final worksheet. At this point, your worksheet should contain the following data. If your worksheet does not look like the following worksheet, you may want to try again or go to the Learner Guidance Section.
44. Unprompted example Gradually diminishing learner guidance -- Scenario 5 In this exercise, there is no Learner Guidance section. If your screens do not match the sample screens provided, you should return to the Excel course and review the appropriate modules. Step 1: Enter your User ID in cell D1. Add formulas to compute the totals in column G and generate the expenses (with no decimals) in Row 18. Step 2: Format the data. Use 12 pt bold for table headings. Add months as column headings.
45. Authentic tasks Authentic Task 1 In this authentic task, you apply your knowledge of Microsoft Excel 2000 to redesigning a worksheet.Jake has returned from a holiday in France. He had set a budget for the vacation and wants to compare his actual and planned expenses. He is unsure of the correct exchange rate. You have agreed to work this out for Jake in return for a bottle of vintage French Chardonnay. Jake has given you the basic information on the following worksheet named Holiday . (worksheet appears here) You must create formulas and redesign the worksheet to make it look like the following example. (worksheet appears here)
46. Authentic task Objectives Refer to the target screen on the previous page to ensure the columns and rows in that example and your final screen are identical. Insert a new row under row 1. Calculate the value of goods purchased in $ terms. Calculate the variance of goods purchased in $ terms compared to the budget. Calculate the totals for each of the four columns of numeric data. Center and bold the title across the five main data columns and change the font size to 12 point. Italicize the Items row labels. Bold the Total row. Bold all column labels, except for the exchange rate column label. Right align column labels over numeric data. Format the numbers, except for the Exchange Rate value, with thousand separators, two decimal places, and red negative. Create a double line border around all the data, except for the exchange rate data. Shade the column labels, except for the exchange rate, with dark green background and white font. Change the exchange rate to 6.685. Is the total variance better or worse? Save the file with the name Finance Final.
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49. Thompson Job Impact Study Scenario Based Instruction Stacey L. T. Boyle and M. David Merrill Does it work?
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52. Effectiveness Results Differences among groups significant at beyond .001 level. Mean Performance on Authentic Tasks Group 34% Control Group 68% Straight e-learning Group 89% Scenario Group
53. Efficiency Results Difference between groups is significant beyond the .001 level. Most were unable to complete task no time Control Group 49 minutes Straight e-learning Group 29 minutes Scenario Group Mean time to complete 3 authentic tasks Group
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55. Thank You ! Merrill, M. D. (2002). A Pebble-in-the-Pond Model for Instructional Development. Performance Improvement , 41(7), 39-44. See Study Guide for First Principles Ask Me A Question
56. Plan to attend The 15th Annual Utah State University Instructional Technology Institute August 26 -29, 2003 www.itinstitute.usu.edu