The change process
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The document discusses evaluating changes made to a school's policy on student use of electronic devices. It outlines Kotter's eight steps for leading change as a framework. The school implemented a change allowing students to use devices before 7:20am and for teachers to use devices as instructional tools. However, the administration did not clearly communicate the vision or share outcomes, and teachers developed their own goals. As a result, further changes were not made to improve the policy.
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PAGE MERGEFORMAT 2Further refine your paper to i
PAGE \* MERGEFORMAT 2
Further refine your paper to include a sample theoretical or conceptual framework and a sample research question. Include the following:
· Identify one theorist and theory.
· Explain the primary postulates of the theory and how they relate to your problem and purpose.
· Review two to three major research studies related to the framework and your study.
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To complete:
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· Include the sample framework and research question.
· Complete and submit this Assignment in complete APA style, following the “APA Course Paper Template With Advice (7th ed.)” document found in the Learning Resources.
Use the template provided in the announcements, discussion board, and Doc Sharing!
Note that I often highlight the most important revisions needed in blue.
Novice
Emerging
Proficient
Advanced
Points
1 (10%)
Fulfills minimal expectations of the assignment. Key components are not included.
1.6 (16%)
Most parts of assignment are completed. Topics are not fully developed.
1.8 (18%)
All parts of the assignment are completed, with fully developed topics.
2 (20%)
Assignment exceeds expectations, integrating additional material, information, or both.
1.7
Adherence to Assignment Expectations
1 (10%)
Assignment demonstrates minimal understanding of the course or module’s criteria.
1.6 (16%)
Assignment demonstrates some understanding of the course or module’s criteria.
1.8 (18%)
Assignment demonstrates a clear understanding of the course or module’s criteria.
2 (20%)
Assignment demonstrates an exceptional understanding of the course or module’s criteria.
1.7
Assimilation and Synthesis of Ideas
1 (10%)
Shows a minimal understanding of the assignment’s purpose.
1.6 (16%)
Shows some degree of understanding of the assignment’s purpose.
1.8 (18%)
Demonstrates a clear understanding of the assignment’s purpose.
2 (20%)
Demonstrates a clear understanding of the assignment’s purpose as well as the intellectual ability to explore and implement key instructional concepts.
1.7
Assimilation and Synthesis of Ideas
1 (10%)
Does not include specific information from course videos or required readings.
1.6 (16%)
Minimally includes specific information from course videos or required readings.
1.8 (18%)
Includes specific information from course videos or required readings to support major points.
2 (20%)
Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.
1.7
Written Expression and Formatting
1 (10%)
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Online graduate students were given the
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14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learning
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
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The change process
- 1. Evaluating change in an organization
- 2. An introduction to the organization
- 4. The Culture
- 7. Reasons for the change “Schools and colleges should deliver course content to the cell phones that students use to talk and text every day. ” Education Secretary Arne Duncun The use of electronic devices in the classroom may increase student performance Allowing students use their electronic devices may help students feel connected to school and reduce dropout and truancy rates.
- 8. Evaluation of the change process (Kotter, 2006,p. 243)
- 9. Establishing a sense a of urgency
- 10. Forming a powerful coalition The coalition of APs assessed : Students were suspended due to violation of the policy Students still used the devices and would be truant or tardy from first period.
- 11. Creating a vision Changes Students will be allowed to use their electronic devices before 7.20am Teachers will use electronic devices as instructional tools
- 12. Communicatingthe vision Change 1 Change 2
- 13. Empowering others to act on it
- 14. Planning and creating systematic wins. Administration did not share the details of the success or failure of the plan Conforming teachers created their own short term goals and successes
- 15. Consolidating improvements and still providing more change No changes made in the vision or the plan from the administration
- 16. Institutionalizing new approaches Change 1 Change 2
- 17. Improvements for future changes
- 18. References Kotter, J. P. (2006). Leading change: Why transformation efforts fail (chap. 10, pp. 239–251). In Gallos, J. V. (Ed.), Organization development: A Jossey-Bass reader. San Francisco: Jossey-Bass. Stock Photography: Download Free Stock Photos & Royalty Free Images. (n.d.). Stock Photography: Download Free Stock Photos & Royalty Free Images. Retrieved April 13, 2011, from http://www.dreamstime.com/ eChalk Inc.. (n.d.). eChalk Inc.. Retrieved April 13, 2011, from http://hastings.aliefisd.net/home.aspx?goto=home news. (n.d.). Cell phones used to deliver course content | Technologies | eSchoolNews.com. eSchool News, School Technology News and Resources for Today's K-12 and Higher-Ed Educators. Retrieved April 13, 2011, from http://www.eschoolnews.com/2009/07/06/cell-phones-used-to-deliver-course-content/