Colorado College Advancement of E-Learning Paper Part 16 Preparation Scenario: In this assignment, you are required to design, develop, and implement a mini-online, six (6) week course, using the Course Management System (CMS), Blackboard. The subject matter of the course must be approved by the class instructor provided in feedback of Assignment 3: Proposed Course for Development Part 1. Write a four to six (4-6) page paper in which you: Part A Course Content – Described Revise Assignment 3 based on feedback from your professor. Name the course and provide an ID. Provide a course description with three (3) goals and a welcoming announcement. List one (1) or two (2) required instructional materials for the course and at least three (3) supplemental materials (in APA format), providing a rationale for each. List three to five (3-5) learning outcomes for the first three (3) weeks of instruction. Recommend three to four (3-4) instructional strategies to be used in the course, providing a rationale for each. Design a weekly schedule for these first three (3) weeks that includes: (a) Topic(s) and (b) learning outcomes that are aligned with the topics. Include in the weekly schedule (a) two (2) discussion questions for each of the three (3) weeks and (b) required activities. List two (2) assignments: (a) a five (5) -question quiz and (b) a writing assignment. Your written assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. Part 17 This is a continuation of assignment 4. Write a five to six (5-6) page paper in which you: Part A Course Content – Described List the three to five (5) learning outcomes for Weeks 4-6 of instruction. Design a weekly schedule for Weeks 4-6 of instruction that includes: (a) Topic(s) and (b) learning outcomes that are aligned with the topics. Include in the weekly schedule (a) two (2) discussion questions for each of the three (3) weeks and (b) required activities. List two (2) assignments: (a) an essay test with three (3) questions and (b) a writing assignment. Discuss at least two (2) challenges and two (2) benefits with the process of designing and developing this mini online course. Assignment 1
Advancement of E-Learning
The technological and internet evolution over the last half century has caused massive ripple
effects in different sectors leading to several benefits and disadvantages. Educational sector has
not been left behind in adopting and integrating technology. E-learning is critical part of
education whose adoption started from the tertiary levels of education trickling down to the
primary level. E-learning is system of learning which is based on formalized teaching with the
help of electronic resources outside the traditional classroom (Chyung et al. 2015). It is also
defined as a network-enabled transfer of skills and knowledge, where the delivery of educational
materials is made to large number of recipients at the same time.
There has been several advancements in e-learning over the last ten years. Some of the
key developments include the adaptive learning going to the level, micro-learning, video-based
learning, social learning, content curation, artificial intelligence and learner assistance as well as
virtual and augmented reality. Micro-learning was a strong trend witnessed in 2018. It involves
implementation of learning in small chunks which are goal-driven and can be easily and quickly
deployed within different levels of organization. The learners are able to get through the modules
within short periods and can repeat the learning several times. Micro-learning is advantageous
such that it can be implemented on any device. It can implemented using video games, quizzes,
infographics and small games.
Artificial intelligence and learner assistance is a fast-rising mode of learning in several
sectors. The organizations have started offering innovative solutions whereby bots are used to
guide the learners on both the learning paths and the courses. Artificial intelligence is applied to
predict the behaviors of the learner therefore personalizing the learning. The personalization is
brought about based on the modules which are taken by the learners as well as the challenges and
challenges faced. With more advancement, artificial intelligence will be used by organizations
to support the learners in the learning process and in the times of need. Voice-guided bots are
also used in learner assistance where they help the learner to search for the primary content in
their modules. Robots have also been used in helping children and people with special needs to
acquire new skills and to assist them in moments of need.
Video-based learning is one of the most trending modes of training in the world
currently. It has been enabled by the popularity of video-based sites such as YouTube. The
popularity has led more and more organizations to adopt and integrate videos as a tool of
training. It is also enabled by the presence of instructor-led training or eLearning. The instructor
led trainings are interspersed with anecdotal or contextual videos while eLearning applies videos
which contain the information of training (Chae, 2018).
The virtual reality and augmented reality are rapidly being adopted in teaching especially
in K-12 where it is used in teaching various subjects such as Math and Sciences. Augmented
reality can enhance the existing content through exciting overlays of graphics and images which
pop out and thrill the learners. The experience of augmented reality helps the learners to connect
the content in better ways. Virtual reality on the other hand is commonly used in teaching
different procedures which are safety-related. Most of the organizations use effective
Instructional Design to enhance the virtual reality experience. The VR experience is also
enhanced by the use of 360-degree photographs, interactions and other elements. Other
organizations are investing in cognitive learning products which are augmented by visual reality
especially for children and people living with special needs. There is another technological
modality called Mixed Reality which combines both augmented and virtual reality.
Social learning is development which involves collaboration between various individuals
at the workplace though different modes such as informal chat sessions, forums, learning circles
and sharing sessions. The emphasis on building a learning organization has helped to improve
social learning.
ELearning has several benefits compared to the traditional forms of classes. E-learning
allows career advancement and hobbies. Online studies allows the learner to be more flexible
where someone can work and fit his work schedule around the coursework. It also helps the
learner to engage in their hobbies at times when not learning. It also gives more self-discipline
and responsibility (Gwamba et al., 2017). It requires high levels of self-motivation and timemanagement skills to undertake online studies. The learner therefore develops self-discipline
which pushes him to fit the schedule of studies on the daily activities. The development of these
traits improves someone’s resume. Online studying also offers a wide range of course topics for
a learner to choose. It extends besides interest and career opportunities which are usually
affected by the place of study. It is therefore possible to engage in courses offered in other
countries which are not available in the locality of the learner. The student tend to have a variety
of online courses and programs which he can partake at any location.
Some of the institutions and K-12 schools are however too hesitant to fully adopt online
studies for the learners. E-learning allows little or no face-to face interaction between the student
and teacher. The interaction is crucial is cognitive development especially for young learners.
The relationship between the learner and the tutor is crucial and e-learning do not provide it.
Online study also requires intense development for self-discipline. It is difficult for the children
to come up with a sustainable schedule of learning which will not be compromised by their
playful nature in presence of their friends. E-learning also limits the social development for the
learners. It exposes the learner to a more virtual world and far away from the real world. The
young learners hence fail to develop social skills which are crucial in interacting with other
people especially when seeking jobs for their courses.
E-learning will take some time to fully phase out the traditional classes especially in K-12
schools. It is however growing rapidly to in the higher learning institutions where with time,
online studying will be the main module. Technological infrastructure is highly needed for full
adoption of e-learning. The schools will therefore require constant supply of Wi-Fi and power
supply. There should also be enough developers to come up with the most viable and easiest
ways of teaching and learning.
Reference
Chae, S. E. (2018). Effects of Video-based e-Learning on EFL Achievement: The Mediation
Effect of Behavior Control Strategies. Journal of Asia TEFL, 15(2), 398. Retrieved from
https://search.proquest.com/openview/d4b508eb59f3b9b6ca495ba47505e70c/1?pq
origsite=gscholar&cbl=4424407
Chang, H. Y., Wang, C. Y., Lee, M. H., Wu, H. K., Liang, J. C., Lee, S. W. Y., … & Wu, Y. T.
(2015). A review of features of technology-supported learning environments based on
participants’ perceptions. Computers in Human Behavior, 53, 223-237.
Gwamba, G., Renken, J., Nampijja, D., Mayende, G., & Muyinda, P. B. (2017, November).
Contextualisation of eLearning Systems in Higher Education Institutions. In Interactive
Mobile Communication, Technologies and Learning (pp. 44-55). Springer, Cham.
Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-75175-7_6
Assignment 2
Online Course: Human Resource Management
Matrix Questions
1. The course provides clear instructional goals where the learning outcomes are outlined.
Some of the outcomes include appreciating HRM’s role in a successful organization,
identifying effective reward strategies and assessing human resource planning methods.
2. The course also specifies the objective of each section through its outline. The learner is
able to understand what is expected to be learned at each section of the course.
3. The role of an instructor in the course is to ensure that all the designated parts of the
program are followed. The instructor is also available to make clarification for the
learners at instances where they face challenges.
4. The course also allows the instructor to serve as the facilitator. Some of the avenue of
facilitation include a virtual classroom and lecture theatre that is rolled into one. The
facilitators also engage the learners in forums where they interact, debate and discuss
various ideas with the tutors and fellow students.
5. The course is clear on where the learner should be at every stage and what follows at the
end of each stage.
6. The study provides a sense of continuity for the learner where the course is categorized
into modules. The learner has to complete one module to qualify for the next one. The
lessons of unit build on the previous units in most modules.
7. Learning human resource management online utilizes several forms of technology for
dissemination of information. The learners are able to acquire their modules, career
support, schedules and study material from the institution’s portal. There are
downloadable module materials which are accessible for the learners to use when they
are offline. The learners also have access to an online library which contains thousands of
e-books, e-journals, videos and podcasts.
Course Description
Human Resource Management in the Chartered Institute of Personnel
Development (CIPD) is offered for proficiency skills in human resource. The course
takes three to six depending on the module selected where the learner is awarded with
MA Human Resource Management and Advanced Level 7 CIPD qualification. The aim
of the course is to give the learners an understanding of the issues that are faced by
organizations and businesses, as well as methods of handling employee relations thus
creating the most productive work environment. It also gives the learner the relevant
career skills which are required to become a competent member of a human resource
team. The course is offered in collaboration with Arden University where the learners
have access to an online learning platform known as ileam which is available on desktops
and mobile devices. It supports and encourages the learners to take control of their
studies.
To qualify for the course, one is required to have a bachelor’s degree or diploma
which is equivalent to a UK honor degree at a minimum of second class. If the learner is
not a native speaker, the learner is expected to provide of English language level
equivalent to IELTS 6.5. The course is divided into six modules which are; managing the
human resource, human resource management in context, reward management, learning
and development, employee relations and research project. The target learners of this
course include personnel management, general managers, human resource managers,
organization development personnel, and pay and reward specialists.
Course Evaluation
Interactivity
Interactivity is a critical element of any form of learning which measures how active a
learner is and how much he participates in various aspect of the course (Kent, Laslo & Rafaeli,
2016). In teaching Human Resource Management, CIPD in collaboration with Arden University
has come up with an online platform where the learners engage and interact with other. The
mobile and desktop application allows the learners to engage in forums where they debate,
interact and share ideas with fellow students as well as the tutors. It therefore allows studentstudent interaction as well as student-instructor interaction.
Collaborative Activities and Opportunities
The platform also enhances engagement of the learners and their instructors. The
presence of a virtual classroom, diary, library and lecture theatre incorporated as one allows the
students to collaborate in learning and sharing new experiences.
Badrul Khan’s Web-based Framework
The eight-dimensional e-learning framework developed by Badrul Khan is a
comprehensive self-evaluation instrument for institutions to organize their assessment of elearning readiness and opportunities for growth (Aldhafeeri & Khan, 2016). The eight
dimensions of the framework are pedagogical, technological, interface, evaluation, management,
resource support, ethical support and institutional. The Master’s online course in Human
Resource Management offered by Arden University observes the eight opportunities. The
pedagogical dimension addresses aspects such as audience analysis, goal analysis, content
analysis, methods, strategies and design. CIPD has ensured that the above aspects have been
offered in order to give accreditation.
The technological dimension deals with the hardware, software and infrastructure
planning. Ileam application used to offer this course ensures that all the module contents are
available on an online platform. The interface design dimension deals with sub-dimensions that
pertain to the overall presentation of the educational program. They include content design, web
design, accessibility, usability testing and navigation. Ileam is an engaging and easy to access
platform. The evaluation factor deals with the assessment of the students, instruction and
learning environment, content development processes as well as the personnel involved in the
design process (Gallagher-Lepak & Vandenhouten, 2016).
The management dimension entails addressing the continuation, updating and the upkeep
of the learning environment. The continuation is used to establish whether the atmosphere of
course is performing adequately and whether the instructions are meeting their intention. The
resource support factor addresses all the technical and human resource support which are needed
to come up with meaningful and successful online learning environments (Khan, 2019). They
include technical support, FAQs, digital libraries and podcasts all which are contained in the
Ileam. The ethical dimensions considers the issues pertaining to social and political influences,
digital divide, bias and diversity. It also addresses legal issues such as copyright issues,
plagiarism and privacy. Lastly, the institutional factors consider three sub dimension; academic
affairs, administrative affairs and student services which are related to educational technology.
Incorporation of all the eight dimensions has allowed easy and widespread dispensation of online
studies from Arden University.
Reference
Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and students’ views on e-learning readiness
in kuwait’s secondary public schools. Journal of Educational Technology Systems, 45(2),
202-235. Retrieved from https://doi.org/10.1177/0047239516646747
Gallagher-Lepak, S., & Vandenhouten, C. (2016). E-Learning and Faculty Development in
Higher Education: A Comprehensive Project. In Revolutionizing Modern Education
through Meaningful E-Learning Implementation (pp. 226-244). IGI Global. Retrieved
from https://www.igi-global.com/chapter/e-learning-and-faculty-development-in-higher
education/157783
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning
outcomes. Computers & Education, 97, 116-128. Retrieved from
https://doi.org/10.1016/j.compedu.2016.03.002
Assignment 3
Course Development
Bachelor of Criminology and Psychology – Arden University
Course Description
The course revolves about understanding what motivates people to behave in the way they do. It
will also address what makes a crime and what makes someone to be regarded as a criminal. A
course on criminology and psychology aims at understanding the world of social values and
behaviors. While criminology looks specifically at criminal behavior, psychology looks at the
human behavior in general. Undertaking the course will expose the learner to study crime,
criminal behavior, the judicial and justice system as well as understanding and predicting the
several factors which are involved in human behavior (Nee & Ward, 2015). The course will also
help the learner to gain value analytical and research skills which will leave him highly
employable. Choosing online learning will provide the student with the flexibility of choosing
where and when he can study. The course will take three to six years depending on the module
chosen for learning.
Course Outline
The course contents spread over two fascinating fields of social science, psychology and
criminology. The student will spend equal time learning the two courses. Some of the main
topics include impacts of social diversity and inequality on crime rates, research methods and
data analysis skills as well as the influences on psychological well-being. There will be three
modules to be covered. The topics in the first module include effective interdisciplinary study,
introduction to social and developmental psychology, introduction to biological and cognitive
psychology, crime and society, criminal justice system and key studies in psychology. The
second module contains the following topics: research and ethics in action, personality and
intelligence, social psychology, contemporary debates in criminology, environmental
criminology, and policing and police powers (Kethineni & Cao, 2017). The topics in the third
module are the following: research planning & project, contemporary development psychology,
cross-cultural psychology, cybercrime and youth justice.
Requirement
To register for the course, a learner is expected to have the following minimum. Two subjects at
GCE A-Level or equivalent, and passes at grade C or above in three subjects at GCSE level or
equivalent. Another option is one to have completed a recognized access programme or
equivalent.
Learning Outcomes
The learner will acquire the following skills from the course.
•
The ability to work independently and within a team.
•
The ability to research and present the data to various audiences.
•
Analysis and evaluation of data presented.
•
Proven ability to present data findings in wide range of formats such as essays,
presentations, online forums and reports.
•
Effective written communication.
•
Community safety and crime prevention skills.
Target Learners
A bachelor’s degree in Psychology and Criminology offers the learners with a
widespread transferrable skills which can be crucial in several fields such as Law, Teaching,
Research, Governance, Human Resource and Counselling. The course therefore targets those that
would wish to explore their careers in the Police, Probation and Prison System as well as the
Legal System.
Main Teaching Theories
The course digs deeper into the relationship between human behaviors and motivation to
committing crime. The main theories in this course will be the psychodynamic theory, behavioral
theory and cognitive theory. Psychodynamic theory revolves around the personality of an
individual and the unconscious mental processes which are formed in early childhood. It is
argued that the drivers of one to commit a crimes lies under three elements of human personality;
the identity, ego and superego. The identity is the part of the brain that causes biological drives
for food, water, sex and other necessities on an individual. The theory suggests that the
childhood development of an offender is responsible for the offence (Rahman, 2019). Therefore,
most of the offenders are frustrated and aggravated where they are drawn to the past experiences
that happened in their early childhood. Poor childhood results to weak ego which in turn is
associated to poor social etiquette, immaturity and high dependence on others.
The behaviorism theory maintains that human behavior and practices are developed
through learning experiences. It also maintains that people tend …
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