Integrative Design and Evaluation

In this assignment you are replying to a discussion board post below. The originality verification needs to be less than 17%. You are to cite all references you use. You do not have to write the assignment like a formal paper, it is a discussion board post, similar to a forum. With that being said, please give educated and proper responses as to why you agree or disagree with the post.  The reply needs to be in 2 – 3 strong paragraphs.   Discussion Board Post:   The instructional strategy that I use the most is chunking. I find that I have to break up my learning process due to work requirements, walking the dog, working out or simply needing to take a moment to think through what I’ve just read or learned and how I can apply that personally. I use that time to connect my new knowledge to my prior knowledge so I can see how it all fits together. According to Driscoll’s textbook, The Psychology of Learning for Instruction, chunking “may be as simple as breaking complex tasks into manageable steps… or presenting discrete bits of information to be studied and practiced.” My focus is on adult learners in the workplace environment. The instructional strategy that works very well in a work environment is concept mapping. When you gather a group of professionals to brainstorm and work out issues or new ideas, so many great things can happen with everyone feeding off of each other. Adults want to share their knowledge and experience. There is value in that. Concept mapping allows for those discussions to produce innovations and resolve issues with input from all. As a middle age adult, I find myself resistant in many circumstances to learning something new. I want to see it proven before I try it. Or, sometimes I feel that I’ve done it a certain “old school” way for so many years, and it has all worked out just fine…why change it? Why fix it? It is harder for adults to learn new technologies because they have to connect this new knowledge to prior learning. And sometimes there just isn’t the accessible understanding in the long term memory bank with which to connect it. This makes gaps. Gaps create problems in learning. Motivation and purpose are helpful to overcoming the resistance to learning new technologies. Adults need to understand the benefit in order to become motivated. According to the ARCS model, both enhancing relevance and generating satisfaction will be key motivators (Driscoll, 2005). Internet accessibility tends to widen the knowledge gap between economic groups within the US. As an Admission Advisor for AIU, I work with many potential students who don’t have access to a reliable computer and internet. About fifty percent of all the people I speak with on a daily basis fall into that category. It puts them at a significant disadvantage because they don’t have a way to learn the necessary skills to do a web search, type a paper or post to the discussion board. For those of us who have become confident with technology, we take those things for granted. There have been many times that I’ve had to help someone figure out how to search for the school website and navigate through that. A process that most of us would determine to be quite basic and automatic. Almost everyone these days has a cell phone. The majority of those are smart phones. Smart phones can be a viable technology tool that helps someone to learn different technology strategies in a convenient hand held manner. Portable network devices are very important to adult learners who are typically working outside the home and are juggling several different responsibilities. Having access to your virtual campus on your phone or a tablet is much more convenient than carrying around a laptop. Example: a student is working full time at a factory for the swing shift; this student would be able to use their dinner hour or break time to post to the discussion board or access their reading material from that portable device. It allows them to keep in step and up to date with assignments in a much easier fashion.   References Driscoll, M.P. (2005). Psychology of learning for instruction. (3rd ed). Boston, MA, Pearson Learning Solutions.

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