The document proposes a budgeting training module for traditional and non-traditional freshmen students at a community college. The goal is to teach students how to design personal budgets and live within their means through three 90-minute sessions added to an existing freshman seminar course. The sessions would focus on analyzing spending habits, setting financial goals, and creating realistic budgets. Various active learning strategies are outlined, including a flipped classroom approach, group problem-solving activities, and a fictional exercise to furnish a mock apartment within a $1000 budget. The proposal aims to help students better manage finances and debt.
Has the capacity building exercise of India's education sector been adequately followed up by setting of high standards of education? Educators need to plan effective strategies for implementing the 'Competency based education' and evaluate its importance as compared to traditional education.
Has the capacity building exercise of India's education sector been adequately followed up by setting of high standards of education? Educators need to plan effective strategies for implementing the 'Competency based education' and evaluate its importance as compared to traditional education.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
Implication of the New Normal needs to be understood by decoding the Triangular Classroom. The PPT gives you an overview of some key strategies and approaches
The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITSAlexis Paragas
This include the following Classification of Instructional Objectives, Preparing Instructional Objectives, Choosing Themes and Organizing Bodies of Knowledge.
iNACOL 2013 Symposium - Susan Patrick - Ten Years of TransformationiNACOL
In the Fall of 2003, seventeen pioneering leaders formed what was then the North American Council for Online Learning (NACOL) with a vision for transforming K-12 education through online teaching and learning, fostering a landscape that promoted student success and lifelong learning.
Just ten years later, hundreds of new learning models have taken root across the continuum of blended and online learning, with tools and resources transforming the way traditional classrooms differentiate instruction for each and every student.
The next ten years offer even more of an unprecedented window of opportunity — in addition to new barriers and challenges — for this transformative shift toward student-centered learning. If we want those directing the future of education to act differently, we must get them to think differently. Working with innovators across the field, iNACOL’s annual symposium seeks to host thought-provoking discussions and unparalleled networking opportunities in order to share ideas and enable innovation to take hold in schools across the country and around the world.
Susan Patrick will explore trends shaping the future of learning, reflect on success stories from the across field and spotlight early indicators identified in breakthrough new models using online, blended and competency-based environments.
For more information, please visit http://inacol.org.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
Implication of the New Normal needs to be understood by decoding the Triangular Classroom. The PPT gives you an overview of some key strategies and approaches
The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITSAlexis Paragas
This include the following Classification of Instructional Objectives, Preparing Instructional Objectives, Choosing Themes and Organizing Bodies of Knowledge.
iNACOL 2013 Symposium - Susan Patrick - Ten Years of TransformationiNACOL
In the Fall of 2003, seventeen pioneering leaders formed what was then the North American Council for Online Learning (NACOL) with a vision for transforming K-12 education through online teaching and learning, fostering a landscape that promoted student success and lifelong learning.
Just ten years later, hundreds of new learning models have taken root across the continuum of blended and online learning, with tools and resources transforming the way traditional classrooms differentiate instruction for each and every student.
The next ten years offer even more of an unprecedented window of opportunity — in addition to new barriers and challenges — for this transformative shift toward student-centered learning. If we want those directing the future of education to act differently, we must get them to think differently. Working with innovators across the field, iNACOL’s annual symposium seeks to host thought-provoking discussions and unparalleled networking opportunities in order to share ideas and enable innovation to take hold in schools across the country and around the world.
Susan Patrick will explore trends shaping the future of learning, reflect on success stories from the across field and spotlight early indicators identified in breakthrough new models using online, blended and competency-based environments.
For more information, please visit http://inacol.org.
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Assignment ExpectationsIn the A Case for Problem-Based Learning.docxrock73
Assignment Expectations
In the “A Case for Problem-Based Learning” written assignment for Week Five, you will revisit the poor instruction observed in the Jeff Bliss video from Week Three. You will apply your knowledge of culturally relevant and creative instructional strategies developed earlier in the course to describe and plan a culturally relevant, project- or problem-based learning (PB2L) experience that uses technology to create a more culturally relevant lesson to be presented in your subject matter of choice.
The most important reason you are designing an experience that emphasizes a project- or problem-based model is that such an approach helps define a context that provides meaning and purpose for all the skills to be learned. And context represents all those factors in an instructional environment that provide meaning for the students’ experiences, including the information they receive. These are the factors that influence and define what, when, where, how, why, and with whom individual learners learn from instruction.
A number of educational researchers and instructional designers have studied different types of contexts within specific learning environments over the years (e.g. Jonassen, Peck, & Wilson, 1999), and these different types of contexts can be characterized into three broad categories: creation, problem-based, and real (or simulation). Within these broad categories, subcategories of context types reside and, in many cases, overlap into multiple categories. The figure blow represents this relationship:
Figure 1: Instructional Context Categories and Types
Table 1 presents descriptions of each context category or type.
Table 1: Descriptions of Context Categories or Types
Context Category or Type
Description
Creation
This type of context provides opportunities for learners to create something.
Real/
Simulation
These context types allow learners to make decisions in the development and/or subsequent operation of a real or simulated environment or situation. Simulations often try to replicate real-world environments.
Modeling
Modeling contexts enable users to develop models to explain or demonstrate complex ideas, procedures, concepts, or processes.
Situation Exploration
Case-Based
Story
Situation explorations and cases don’t allow the learners to control parameters of the environment, but they can freely explore within a simulated or real environment or situation. These types of contexts are often "problem solving" in nature.
Story contexts present stories (fiction or non-fiction), and story elements such as characters, plot, setting, and conflict might be used as “anchors” or themes to help facilitate specific, discrete outcomes. Non-fiction story elements, such as collected and tabulated data, reflect elements of cases that are often used to help facilitate the learning of specific outcomes as well.
Research Problems
Problem-Based Learning
In this context type, research problems (problems associated w ...
1. Budgeting On a
Shoestring
Module 6 Assignment 1:Multimedia Presentation
Glenda Brown
glenda.brown@waldenu.edu
Doctor of Philosophy: Learning, Instruction, and Innovation
Dr. Shari Jorissen, EdD, PhD
shari.jorissen3@waldenu.edu
EDUC 8304 Motivation, Engagement, and Learning
2. MLD Description
The goal of Budgeting on a Shoestring is to teach traditional
and nontraditional freshmen who, attend a community college, how
to design a personal budget. In the context of this proposal - the
traditional student is between 17 and 25 years of age. Nontraditional
students refer to individuals 25 years old and older. Many see college
as a springboard for a career change.
Both sets of students:
• Are single, married, or single parents
• Attend a campus located in an urban environment in Pennsylvania
3. MLD Description
• Emphasis is placed on the
benefits of living within one’s
means.
• The proposal of three ninety
90 minute budgeting training
sessions is for inclusion into an
already established freshmen
seminar course.
• This course teaches students how
to learn and adopt methods which
promote success in their The proposed timeline to create
academics and personal lives. programming for this instruction
is sixty days.
4. Synthesis of Analyses
Rational and Audience Research confirms the average
credit card balance of
Strengths of the budgeting undergraduates is $3173,
project include:
(Sallie Mae, Inc. 2009).
• Instruction is targeted to
freshmen, a subset of the
undergraduate population.
• Lessons in the objective of goal
setting and adopting the
behavior of saving may help
learners successfully manage
spending and debt.
5. Synthesis of Analyses
Rational and Audience
An overarching theme for this project is to communicate the negative effects of wayward
spending and the effort required one needs to bounce back from financial ruin. This theme
is supported by precepts of action control theory. This theory of volition centers upon
individuals saying focused and on track with predetermined goals (Keller, 2010). The
ultimate take away for students is that they gain “a sense of personal responsibility for their
actions” regarding financial management (p. 26).
6. Students will examine current
spending habits and trends
Synthesis of Analyses
Students will identify three
personal and financial goals
Objectives and Strategies
Financial
Students will identify three
specific steps/resources needed to
achieve their goals
GoalsStudents will create a
financial budget which suits
Met!
their lifestyles
Budgeting
On a
Shoestring
Objectives
7. Synthesis of Analyses
Strategy
Group Problem Solving
Classmates analyze each other’s spending habits and budgets.
8. Synthesis of Analyses
Strategy
Journal Spending
Learners are asked to record all personal spending for 30 days and bring these findings to
class. Using budgeting lessons and personal experience, classmates analyze each other’s
journal entries.
9. Synthesis of Analyses
Strategy
Furnish A Freshmen’s One Bedroom Apartment for Under $1000.00
Students gain confidence and have fun using their new budgeting skill set by purchasing
items on-line from Good Will Industries (http://www.goodwill.org), Target
(http://www.target.com/), and Wal-Mart (http://www.walmart.com/) to furnish a make-
believe apartment.
10.
11. Promotion of Learning
Learning is promoted via:
• The Flipped Classroom Method
• Group Problem Solving
• Furnishing a Make-Believe Apartment Under $1000.00
• Creating Personal Budgets
12. Promotion of Learning
The Flipped Classroom Method
Part of the methodology for the budgeting class is to divide time between in-class and
outside of class instruction. In a flipped classroom environment, traditional classroom
instruction is inverted with lectures and discussion boards being held outside of class (Phi
Delta Kappan, 2012). When learners are in class, they engage in activities which assist in
making on-line lectures, computer-based stimulations, and educational games pop and
come alive (Federal Deposit Insurance Corporation, 2012). This classroom concept
promotes self-directed learning – adult learners take charge of the learning process
(Goddu, 2012).
13. Promotion of Learning
Group Problem Solving
Analyzing case studies and each other’s spending habits give students a forum to
respectfully disagree with others perspectives, strengthen personal resolves, or alter their
original viewpoints (Baxter, 2007). Learning is promoted through solving problems and
decision making (Schunk, Pintrich, & Meece, 2008).
14. Promotion of Learning
Furnish a Make-Believe Apartment Under $1000.00
With their newly learned budgeting skill set, students will collectively furnish a fictitious
one bedroom apartment for under $1000.00 with mocked on-line purchases. Just as in real
life, students must make calculated choices and develop a purchasing savvy in order to
furnish this dwelling under budget. Learning is promoted through an enjoyable fictional on-
line activity which may give students the needed confidence to create their own budgets.
15. Promotion of Learning
Personal Budget
The Budgeting On a Shoestring modules equip students to create their own budgets during
the final session. Learners are encouraged to infuse their short and long-term goals into
their action plans.
16. Next Steps
Working through this MLD project has provided the scaffolding for Chapter 2 of my
dissertation.
Next steps include:
• Working with my academic advisor to fine tune my problem statement
• Investigating current research on community colleges already using the flipped classroom
concept
• Examining data collected on how different learning styles are affect by the flipped
classroom method
• Examining current financial literacy curriculum taught to freshmen
• Investigating available financial literacy assessment tools to ascertain what money
management information students know at the start and finish of module
17. Professional Practice
I teach a freshmen seminar course. On Course, Study Skills Plus Edition, the textbook
assigned to this class, has a module on money management (Downing & Ellis, 2011).
Designing my MLD has given me insight as to how to infuse active learning into my day-to-
day teaching. Instructional strategies such as computer-based games, role-
playing, brainstorming, and group problem-solving will be infused in the major thrusts of
the course – time management, test taking skills, and note taking stratagems (Center for
Disease Control and Prevention, n.d.).
18. Professional Practice
My MLD design is the spine of my dissertation project. I have a personal concern regarding
freshmen not effectively managing their personal finances. Many of the freshmen I teach
inform me they do not know how to save, mismanage five or more credit cards, and are
barely making it financially from paycheck-to-paycheck. The engagement sessions included
in this presentation promotes active participation, captures learners’ attention early on
with relevant activities and sustains motivation (Center for Disease Control and
Prevention, n.d.). A budgeting skill set, taught with the suggested strategies highlighted in
this presentation, may keep students from financial ruin.
19. References
Baxter, D. (2007). Teaching strategies for adult learners. Rivier Academic Journal, 3(2), 1-3). Retrieved from www.rivier.edu/journal/.../J120a-Celebrating-
PedagogyX-Baxter.pdf
Center for Disease Control and Prevention. (n.d.). Effective teaching strategies. Retrieved from
http://www.cdc.gov/healthyyouth/foodsafety/pdf/effective_teaching_strategies.pdf
Downing, S. (2010). On course, study skills plus edition. Mason, OH: Cengage Learning.
Federal Deposit Insurance Corporation. (2012). Money smart - A financial education program. Computer-based instruction. Retrieved from
http://www.fdic.gov/consumers/consumer/moneysmart/mscbi/mscbi.html
Flipping Classrooms. (2011). Phi Delta Kappan, 93(4), 6. Retrieved from
http://ehis.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=7ebe81fd-8ba7-4d8e-a2e9-
56f88f5eaf5d%40sessionmgr12&vid=8&hid=101
20. References
Goddu, K. (2012). Meeting the CHALLENGE: Teaching strategies for adult Learners. Kappa Delta Pi Record, 48(4), 169-173.
doi:10.1080/00228958.2012.734004
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
Sallie Mae, Inc. (2009). Study finds rising number of college students using credit cards for tuition. Retrieved from
https://www1.salliemae.com/about/news_info/newsreleases/041309.htm
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Columbus, OH: Pearson, Merrill
Prentice Hall.